Date of Award
7-1-1988
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Abstract
The purpose of this study was to determine if a significant difference existed between the academic performance of students taught through a personalized system of instruction (PSI) and those taught through traditional lecture instruction in the word processing course at Clark County Community College in North Las Vegas, Nevada. The problem of student complaints regarding PSI was apparent. In addition, there were complaints regarding the variety and number of different types of equipment and computer software, the lack of space, and the lack of instructors for traditional lecture instruction. However, it was not known if there was a significant difference between the academic performance of the students in the two types of instruction. In an effort to determine if a significant difference existed between the academic performance of the students in the two types of instruction, the practicum was developed. The records of 200 students were studied to determine whether they completed the course or withdrew from the course, the type of instruction they received, and the grade they received (passing or failing). The Chi Square calculation was performed, and it was determined that there was not a significant difference in the number of students who withdrew from the course in the two types of instruction. Further Chi Square calculations were performed, and it was found that there was a significant difference between the academic performance of the students in the two types of instruction. To improve the situation, it was recommended that the results of the study be shared with administrators so that PSI can be phased out of word processing instruction as soon as possible. The study should be used as evidence for the need for more computers, space, and instructors to provide more traditional lecture instruction.