CEC Theses and Dissertations

Title

Effects of Intelligent Computer-Aided Instruction Using Hypermedia, Database, and Expert Systems on the Skills Development and Performance of Entry-Level, Adult, WordPerfect Students

Date of Award

1995

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Graduate School of Computer and Information Sciences

Advisor

Barry Centini

Committee Member

Gerorge K. Fornshell

Committee Member

Steven R. Terrell

Abstract

The problem reported in this study is but a small part of much larger education problem. The larger problem revolves around a general apathy for continued learning and its counterpart towering competence. Intelligent computer-aided instruction (lCAI) is one alternative method that has been suggested for effectively teaching the masses.

The purpose of this study was to develop and test the effects of a four-module instructional system model on the skills development and performance of entry-level, adult, WordPerfect students.

This study used a post-test only control and treatment group design, Cronbach's reliability alpha, factor analysis, Pearson’s correlation coefficient, and a t-test for independent samples in the experimental process. It was found after a six-week term that the class (n= 17) composed of heterogeneous, adult, entry-level, students receiving the ICAl treatment scored significantly higher on the experiment's evaluations than the traditional-taught class (n=17) which did not utilize the computerized model.

The author concluded that the computerized ICAl model was effective in improving the responsiveness and learning experience of the participating students. It was also concluded that students of entry-level WordPerfect training perceive ICAI as a valuable instructional tool.

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