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
Doctor of Philosophy (PhD)
Graduate School of Computer and Information Sciences
Gerorge K. Fornshell
Steven R. Terrell
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.
Robert L. Chiodo. 1995. Effects of Intelligent Computer-Aided Instruction Using Hypermedia, Database, and Expert Systems on the Skills Development and Performance of Entry-Level, Adult, WordPerfect Students. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Graduate School of Computer and Information Sciences. (451)