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The effects of computer‐assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills
Author(s) -
Wesley Beth Eddinger,
Krockover Gerald H.,
Devito Alfred
Publication year - 1985
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660220802
Subject(s) - mathematics education , computer assisted instruction , psychology , locus of control , analysis of covariance , microcomputer , primary education , science education , computer science , developmental psychology , telecommunications , chip , machine learning
The purpose of this study was to determine the effects of computer‐assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty‐one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest‐posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.