The problem in this study was to determine if there is a relationship of graphic enhanced CBI on the performance and attitude of learners receiving English mechanic reinforcement for written communication. The treatment included two instructional CBI packages, one graphic enhanced and the other non-graphic enhanced. Pretest, posttest, and attitude questionnaire were analyzed to determine if there were significant differences. Results indicated that the graphic enhanced CBI did not make a significant difference in learner performance or attitude.
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