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Autonomous Classroom Computer Environments for Learning. Progress Report and Annotated Bibliography.
Download full textLinn, Marcia C. – 1988
This document provides both a brief progress report for the Autonomous Classroom Computer Environments for Learning (ACCEL) project and an annotated bibliography of publications from this project, the Computers and Problem Solving Project, and other recent publications from the ACCCEL (Accessing the Cognitive Consequences of Computer Environments…
Descriptors: Academic Achievement, Annotated Bibliographies, Case Studies, Classroom Environment
Kinzer, Charles K.; And Others – 1984
This paper discusses the results of research on learning LOGO programming language by two groups of fifth grade students who were taught using either a structured tutorial mode or an unstructured discovery method. Previous results showed mastery differences between the structured and unstructured teaching methods with the results favoring the…
Descriptors: Academic Achievement, Classroom Observation Techniques, Comparative Analysis, Computer Software
Berghel, Hal – Collegiate Microcomputer, 1986
Summarizes results of a University of Nebraska study on effects of different teaching methods on student performance in a computer literacy course for business administration students. Merits and weaknesses of the large class approach--the more successful method--are discussed, and academic achievement as a function of gender is analyzed. (MBR)
Descriptors: Academic Achievement, Business Administration Education, Comparative Analysis, Computer Literacy
Peer reviewedLiao, Yuen-Kuang Cliff; Bright, George W. – Journal of Educational Computing Research, 1991
Describes results of a meta-analysis that was performed to synthesize existing research on the effects of computer programing on cognitive outcomes. Effect size is used to evaluate studies that used experimental and control groups to assess the relationship between computer programing and cognitive skills, and outcome measures are discussed. (79…
Descriptors: Academic Achievement, Analysis of Variance, Cognitive Processes, Computer Assisted Instruction
Peer reviewedDalbey, John; Linn, Marcia C. – Journal of Educational Computing Research, 1986
Describes a study of junior high students which investigated academic achievement and higher cognitive skill development outcomes of a computer programming course in which two augmentations to traditional BASIC instruction were compared. A model for understanding learning outcomes is presented, suggesting ways to augment instruction to focus on…
Descriptors: Academic Achievement, Cognitive Development, Instructional Improvement, Intermode Differences
Dalton, David W. – 1986
This comparison of the effects of LOGO use with the use of teacher-directed problem-solving instruction, and with conventional mathematics instruction, focused on the problem-solving ability, basic skills achievement, and attitudes of junior high school learners. Students (N=97) in five seventh grade mathematics classes were systematically…
Descriptors: Academic Achievement, Analysis of Variance, Computer Assisted Instruction, Conventional Instruction
