The Influence of Error Correction Procedures and Question Type on Student Achievement in Computer Assisted Instruction.

Schloss, Patrick J.; And Others

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Peer reviewed

ERIC Number: EJ361309

Record Type: Journal

Publication Date: 1988

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The Influence of Error Correction Procedures and Question Type on Student Achievement in Computer Assisted Instruction.

Schloss, Patrick J.; And Others

Journal of Educational Technology Systems, v16 n1 p17-27 1987-88

Describes study of 122 undergraduate and graduate students that contrasted the effects of two error correction procedures on student achievement when using computer assisted instruction. Analyses of variance were used to determine whether question type or error response affected subsequent responses to factual and higher cognitive questions. (Author/LRW)

Descriptors: Academic Achievement, Analysis of Variance, Computer Assisted Instruction, Feedback, Higher Education, Influences, Intermode Differences, Learning Processes, Predictor Variables, Student Attitudes

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

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