The Relationship Between Time-On-Task in Computer-Aided Instruction and the Progress of Developmental Reading Students at the University of Texas at Brownsville and Texas Southmost College

This research sought to determine what relationship exists between time-on-task in computer-aided instruction (CAI) using Destinations courseware and progress in reading ability of developmental reading students as indicated by the reading portion of the Texas Academic Skills Program (TASP) test. Time-on-task is the time during which a student actively works on Destinations activities, as recorded by the software management system. TASP, an exam required of all students in Texas public colleges, assesses reading, math, and writing skills. The population was made up of 482 students who took the TASP exam before and after CAI and who used Destinations CAI for remediation of reading skills. Null hypotheses were explored using Pearson correlation and linear multiple regression. The findings for the null hypotheses were the following: Ho1 - Correlation and linear regression correlation showed that time-on-task in Destinations CAI had no significant effect on the TASP scores of the population studied. Ho2 - Correlation and linear regression correlation showed that females made significantly better gains on the TASP test from CAI than males. Ho3 - Correlation and linear regression correlation showed that low-achiever students made no better gains on the TASP test from time-on-task in CAI than high-achiever students. Difference between the two group's gains was not statistically significant. Ho4 - The regression equations predicted the gain in TASP reading scores for less than 1% of the population studied. Only the regression equations for male students and female students separately were statistically significant. The researcher recommends replication of this study each semester to determine the effectiveness of CAI. Regular and systematic evaluation using pretest and posttest data will provide benchmarks so that the value of changes in instructional methods can be measured. This method of research can help to clarify questions that should be answered through other research methods.

Grantor dc:publisher

University of North Texas

Year dc:date

1999

Author dc:creator

• Lansford, Carl Edwin

Contributors dc:contributor

• Allen, Jeff M.
• Wirecenski, jerry
• Jacob, Roy T.

• Developmental reading.
• Reading -- Computer-assisted instruction.
• University of Texas at Brownsville -- Students.
• Texas Southmost College -- Students.
• computer-aided instruction
• Destinations courseward
• TASP

Statement dc:rights

• Public
• Copyright
• Lansford, Carl Edwin
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 47103288
untcat: b2298821
https://digital.library.unt.edu/ark:/67531/metadc2275/
ark: ark:/67531/metadc2275

OAI identifier oai:identifier

info:ark/67531/metadc2275