Grade and Knowledge Improvement as a Result of Computer-Assisted Instruction

Abstract

To study the effectiveness of computer assisted instruction as a supplement to a Sociology 100 course, an experimental design using two sections of the same course taught by the same instructor was arranged. Though only one class worked with the computer software, “Student Showcase-Introducing Sociology through the Computer,” each class was pretested and posttested to examine attitudes toward computer assignments as an integral part of the course and to determine if the supplemental computer software would have a significant effect on students' knowledge of Sociology. Posttest analyses and comparisons with pretest scores indicated that the computer group's attitudes toward computers as effective teachers and toward their own ability to work with computer assisted instruction were indeed more positive after completing the course. The computer group was also significantly higher in general knowledge of Sociology and got higher grades than the non-computer group.