{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69175"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69175","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Use and Effect on Performance of Learner Control and Advisement in a Computer-Based Educational Statistics Lesson","abstract":"One of the stated advantages of computer-based instruction is its ability to adapt to the needs of the individual learner. One recent approach has been to allow the learner to control various aspects of the instruction. However, some have suggested that learner control should be reserved for experienced users. Also, it has been suggested that giving learners advice concerning their learning needs would permit them to use learner control options more efficiently.","abstract_html":"One of the stated advantages of computer-based instruction is its ability to adapt to the needs of the individual learner. One recent approach has been to allow the learner to control various aspects of the instruction. However, some have suggested that learner control should be reserved for experienced users. Also, it has been suggested that giving learners advice concerning their learning needs would permit them to use learner control options more efficiently.","abstract_has_math":false,"creators":["Gray, David Michael"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Linn, Robert L.,"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:51:49Z","date_published":"2014-12-15T18:51:49Z","updated_at":"2026-07-22T22:26:00Z","subjects":["Education, Technology of","Education, Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8815345"],"render_values":[{"text":"(UMI)AAI8815345","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/69175","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linn, Robert L.,"]},{"key":"dc:creator","label":"Author","values":["Gray, David Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:51:49Z","10000-01-01","1988"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Technology of","Education, Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/69175","(UMI)AAI8815345"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["One of the stated advantages of computer-based instruction is its ability to adapt to the needs of the individual learner. One recent approach has been to allow the learner to control various aspects of the instruction. However, some have suggested that learner control should be reserved for experienced users. Also, it has been suggested that giving learners advice concerning their learning needs would permit them to use learner control options more efficiently.","A total of 91 students from two introductory educational statistics courses participated in the study. Students were randomly assigned to one of four experimental treatments: learner control with advice, learner control without advice, program control with advice, and program control without advice. The students used a tutorial lesson on statistical inference which included a pretest and a posttest. The subject matter was new to students in the first semester course, but was review for the students in the second semester course. Students who received learner control were allowed to determine their own sequence of topics, to skip topics, to terminate instruction within a topic, to control the amount of feedback they received, and to take the posttest at anytime. Students who received advice were told how to use feedback on their pretest performance to guide their learning.","Test scores were analyzed using a repeated measures analysis of variance. There was significant gain between the pretest and posttest scores. No significant differences were found between the learner control and program control groups, or between the advice and no advice groups. The amount of time students spent in the lesson was analyzed with a two-factor analysis of variance. Students in the learner control group spent significantly less time in the lesson than students in the program control group. Skipping topics was the most widely used learner control option.","Although the treatments were not statistically significant, the combination of learner control and advice allowed students to spend less time in the lesson without impairing their performance. Future computer-based instruction should provide the students with some type of advice to guide their learning.","Made available in DSpace on 2014-12-15T18:51:49Z (GMT). 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One recent approach has been to allow the learner to control various aspects of the instruction. However, some have suggested that learner control should be reserved for experienced users. Also, it has been suggested that giving learners advice concerning their learning needs would permit them to use learner control options more efficiently.","A total of 91 students from two introductory educational statistics courses participated in the study. Students were randomly assigned to one of four experimental treatments: learner control with advice, learner control without advice, program control with advice, and program control without advice. The students used a tutorial lesson on statistical inference which included a pretest and a posttest. The subject matter was new to students in the first semester course, but was review for the students in the second semester course. Students who received learner control were allowed to determine their own sequence of topics, to skip topics, to terminate instruction within a topic, to control the amount of feedback they received, and to take the posttest at anytime. Students who received advice were told how to use feedback on their pretest performance to guide their learning.","Test scores were analyzed using a repeated measures analysis of variance. There was significant gain between the pretest and posttest scores. No significant differences were found between the learner control and program control groups, or between the advice and no advice groups. The amount of time students spent in the lesson was analyzed with a two-factor analysis of variance. Students in the learner control group spent significantly less time in the lesson than students in the program control group. Skipping topics was the most widely used learner control option.","Although the treatments were not statistically significant, the combination of learner control and advice allowed students to spend less time in the lesson without impairing their performance. Future computer-based instruction should provide the students with some type of advice to guide their learning.","Made available in DSpace on 2014-12-15T18:51:49Z (GMT). No. of bitstreams: 1 8815345.pdf: 2656104 bytes, checksum: 632006b05556002872121de82264b39f (MD5) Previous issue date: 1988","Embargo set by: Seth Robbins for item 69341 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","93 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1988."],"dc:identifier":["http://hdl.handle.net/2142/69175","(UMI)AAI8815345"],"dc:subject":["Education, Technology of","Education, Curriculum and Instruction"],"dc:title":["The Use and Effect on Performance of Learner Control and Advisement in a Computer-Based Educational Statistics Lesson"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:00Z"}