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Dissertation Information for Laurie Dell

NAME:
- Laurie Dell

DEGREE:
- Ph.D.

DISCIPLINE:
- Library and Information Science

SCHOOL:
- University of Pittsburgh (USA) (1989)

ADVISORS:
- E. Blanche Woolls

COMMITTEE MEMBERS:
- Carla Diane Hayden
- E. J. Josey
- Ellen Detlefsen
- Robert L. Heichberger

MPACT Status: Fully Complete

Title: Computer awareness, education level and gender: An experimental study with computers and resource-based teaching

Abstract: The purpose of this study was to investigate the instructional effectiveness of computer-assisted instruction (CAI) and conventional instruction (CI) among eighth graders according to educational level. The effects of gender and attitude were also considered.

The population of the study consisted of an entire eighth grade class (N = 98) in a small rural school district in western New York State. The design of the study was a four-cell form that matched gender and teaching method. The interaction between gender and teaching method was also a factor. The antecedent variables were the scores from the Iowa Test of Basic Skills (IOWA), the Minnesota Computer Literacy Awareness Assessment (M.C.L.A.A.) and the Readers' Guide check-out pre-test score from the software program Using an Index to Periodicals. The classification variables established the cells and the check-out post-test score was the dependent variable.

In three successive weeks, the students took the Readers' Guide pretest, the M.C.L.A.A., and IOWA tests. The fourth week the pupils were randomly assigned to a CAI group or a CI group for instruction. The students using CAI were required to complete four segments of a software program. The CI pupils were taught the same content via the librarian using transparencies and realia. Week five all students were post-tested.

It was hypothesized there would be no significant differences between instructional methods and between genders after adjustment for covariance. It was further hypothesized there would be no significant difference due to interaction between gender and method of teaching.

Analysis of covariance was used for data analysis with the level of significance of.05; the findings of the study were: (1) The difference between the teaching methods was not significant after adjustment for covariance. (2) The difference between the scores of males and females was not significant after adjustment for covariance. (3) There was no significant difference due to interaction between gender and method of teaching.

Further analysis of the data found no significant differences when the hypotheses were adjusted for cognitive (IOWA scores) covariance. However, when the hypotheses were adjusted for attitude (M.C.L.A.A. scores) covariance, there was a significant difference between the male and female responses.

It is recommended that further research on gender issues with CAI and CI be conducted in a realistic setting. A longitudinal study to establish if attitudes change with exposure to additional forms of technology would be valuable also.

MPACT Scores for Laurie Dell

A = 0
C = 0
A+C = 0
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2008-01-31 06:23:17

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Students under Laurie Dell

ADVISEES:
- None

COMMITTEESHIPS:
- None