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Peer reviewedRojewski, Jay W.; And Others – Teacher Education and Special Education, 1994
No significant differences in academic achievement or problem-solving ability were found when 212 undergraduate and graduate students in an introductory special education course received class lecture alone or class lecture and either a hypertext-based instructional program or a linear drill-practice computer-assisted instructional program.…
Descriptors: Academic Achievement, Computer Assisted Instruction, Disabilities, Drills (Practice)
