The Effects of a Mini-Integrated-Learning System, Traditional Lecture and Drill Instruction, Perceptual Learning Styles, and Gender On Language Mechanics Achievement
Date of Award
Doctor of Philosophy in Computer Information Systems (DCIS)
Center for Computer and Information Sciences
Steven R. Terrell
H. Riley Patton
This study examined the effects of a MiniIntegrated Learning System (MILS), perceptual learning style, and gender difference on language mechanics achievement. This MILS allows students to correct language errors in a short piece of text, receive hints about the errors, and monitor their own progress. The language mechanics subtest of the California Achievement Test and the Cognitive Skills Inventory were administered to seventy-nine fourth and sixth grade students prior to the experiment. The experimental students worked on the MILS to study language mechanics. Control group students learned the same material through a traditional drill and lecture method. After thirteen weeks an alternate form of the language mechanics subtest of the California Achievement Test was administered. A quasi-experimental design was used to test the effects of the independent variables of MILS, learning style, and gender on the dependent variable of language mechanics. Data were analyzed by employing an analysis of covariance, with scores from the language mechanics pretest as the covariate. Results indicate that the MILS is advantageous for enhancing language mechanics. The effectiveness of the treatment for fostering the development of language mechanics achievement does not seem to be related to perceptual learning style preference or gender.
Raymond V. Van Groesbeck. 1993. The Effects of a Mini-Integrated-Learning System, Traditional Lecture and Drill Instruction, Perceptual Learning Styles, and Gender On Language Mechanics Achievement. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Center for Computer and Information Sciences. (896)