The development and evaluation of an experiential computer simulation for animal science students

After reviewing the literature regarding the use of computers in education, the researcher identified a gap between state-of-art educational research and current educational practice; the majority of the presently available CAL software lacked appropriate design features that would enable the computer to meet its potential for the infusion of problem solving, information processing, and model building skills into the existing curriculum. With this gap in mind, the researcher proposed the development of a CAL lesson that could serve as a model of one type of computer use that better met the need for infusion of higher order thinking skills into the curriculum and also to serve as a model of how to develop software with these goals in mind;An experiential computer simulation was designed, using a state-of-the-art software development system, to enhance teaching and learning of a limited concept in animal science. A field test was undertaken with animal science students in order to determine lesson revisions needed to ensure the lesson adequately interacted with the varying student models. Results indicated that this lesson could enhance the existing curriculum, and that much attention throughout the developmental process must be focused on the possible student models and how the lesson can provide appropriate feedback for each student

The attitudes toward computers of the selected upper-elementary/middle school students

The use of computer technology as a learning tool is becoming increasingly important in education (Russell, 1982). The Office of Technology Assessment (1982) predicts that by 1994 over four million microcomputers will be found in schools. The National Council of Supervisors of Mathematics has listed computer literacy as one of the ten basic skill areas in mathematics instruction (1978). The National Council of Teachers of Mathematics, in its Agenda for Action, has recommended that \u27\u27a computer literacy course, familiarizing the student with the role and impact of the computer, should be a part of the education of every student (1980, p9), Most schools provide opportunities for students to become familiar with computers as well as to learn how to use them. According to Blaschke (1985), approximately 150,000 microcomputers are used primarily for special education (excluding gifted and talent programs) and approximately 300,000 microcomputers are used for administrative purposes

Effectiveness of computer/video assisted instruction for adults in a nonformal setting: a preliminary study

The purpose of this study was to determine if nonformal adult students learn at a different level when taught by computer/video assisted instruction when compared to a conventional approach such as lecture with questions and overhead projections;Interactive lessons on agricultural futures hedging and agricultural futures options were written by the investigator and computer/video assisted futures options lessons presented to the treatment groups at Wayne, Enid, and Cherokee, Oklahoma;Three groups of nonformal adult students (N = 60) were selected to participate in the experiment. Pre-tests were developed and administered to a randomized one-half of both the treatment and control groups. The Randomized Solomon Four-Group Design was used to overcome problems of external validity. The four groups included: (1) no pre-test/no treatment, (2) pre-test/no treatment, (3) no pre-test/treatment, and (4) pre-test/treatment;The pre-test mean score for all participants was 18.31 out of a possible 30. The post-test mean score for all participants was observed to be 20.58. Comparisons of pre-test and post-test group means revealed that the post-test mean score for both the control and experimental groups was higher than the pre-test group means. Group pre-test mean scores were observed to be significantly different; however, these differences did not carry over to the post-test mean scores or the differences between pre- and post-test mean scores for each group;Regression analysis of variables using post-test mean as the dependent variable revealed that pre-test score, educational level, sex, high school agricultural instruction, and location accounted for the majority of variance among group means. Analysis of covariance tests selecting the above variables as covariates did not provide significant differences between the treatment and control group mean scores;Significant differences were observed between experimental and control group pre- and post-test mean scores when grouped according to educational background of the participants

Evaluation of a Logo computer curriculum for upper level elementary school students

With the proliferation of computers in the elementary schools, evaluation of computer curricula has become increasingly important. One of the purposes of this study was to test a causal model that attempted to identify factors related to upper elementary school students\u27 attitudes and performance using the computer programming language Logo. Factors considered included student entry characteristics, attitudes toward the computer experience, subjective and objective measures of achievement, as well as sex and grade. A secondary area of emphasis was the effect of sex on attitudes, experiences and performance using the Logo language. The model was operationalized using measures derived from three questionnaires and an objective test administered to students enrolled in classes in three schools were Logo was implemented;Results of this study lent empirical support to several of the hypothesized causal linkages in the model and the initial 34 indicator path model was reduced to 24 indicators. Performance on the objective test was directly related to the combined influence of entry characteristics, post-Logo attitudes and perceptions and self-evaluation which accounted for 28 percent of the variance. The contribution of sex and grade was not supported. One of the best predictors of performance on the bivariate and multivariate level was total mathematics score on the Iowa Tests of Basic Skills which increased explained variation to 39 percent despite a reduced sample size. Self-evaluation of Logo competencies was explained by the combined influence of entry characteristics and post-Logo attitudes and behaviors, which collectively accounted for 50 percent of the variance. Explanation of post-Logo attitudes and perceptions and entry characteristics were generally weak;While no differences were found between males and females on either performance measure, the study lent some support to the hypothesis of sex differences. Males tended to have more computer experience prior to Logo and their attitudes toward computers, attitudes and perceptions of the Logo experience and self-evaluation of performance were generally more positive;This was an initial attempt to identify and test factors that influence attitudes toward and performance with Logo. Future study is needed to refine the model

Perceived Attitudes of Vocational Administrators, Vocational Office Education Teachers and Marketing and Distributive Education Teachers Toward Using Microcomputers in Vocational Education Programs

The primary purpose of this study was to determine the perceived attitudes of vocational administrators, vocational office education teachers, and marketing and distributive education teachers toward using microcomputers in vocational education programs. The sample forth is study was randomly selected from all vocational administrators , vocational office education teachers, and marketing and distributive education teachers employed by Texas School Districts. A total of 288 questionnaire were returned from the three vocational education groups. The return was seventy-seven percent. Statistical techniques included descriptive statistics, one-way, and two-way analyses of variance (ANOVA) to describe the responses and to test the seven null hypotheses. The results of the study was reported in two categories: statistical significance of the tested hypotheses, and the educational inferences of the vocational administrators' and vocational teachers' responses to questionnaire items. There were significant differences in the perceived general attitudes of the three groups. There were no significant differences in the perceived general attitudes of the three groups when categorized by levels of age, occupational experience, amount of computer training, and availability of microcomputers. There were no significant differences in hypotheses which tested for differences in the perceived attitudes of the three groups toward utilizing microcomputers for classroom instruction and supportive services