Desmond L. Cook

Computer Anxiety: Definition, Measurement, and Correlates.

This review examines the definition, measurement and correlates of computer anxiety as provided in available research to date. A selected review of the general anxiety construct and its measurement provides a framework for considering computer anxiety. Test anxiety and math anxiety are discussed briefly as specific anxiety manifestations with potential similarities, particularly as they relate to the educational context. Five studies are identified and discussed for their contributions to an understanding of the definition, measurement practices, and correlates of computer anxiety. It is clear from this preliminary review that more work must be done to determine if computer anxiety is a valid psychological construct and, if it is, how it should be defined, measured, and correlated with other known variables.

Estimating Test Norms from Variable Size Item and Examinee Samples

norms distribution for a 70-item multiple choice test could be made by administering a different sample of seven items to each of 10 examinee samples consisting of 100 subjects each as opposed to administering the 70 items to a sample of 1,000 subjects. Estimates of norm data were also obtained from each of the 10 examinee samples of 100 subjects each on the total 70-item test. Comparisons were made between the norm statistics (mean, standard deviation, and frequency distribution) and estimates of these same statistics derived from both the item samples and the examinee

THE AUTOMIZATION OF SOCRATES

This introduction to teaching machines presents the major features of automated instruction and some of the problems involved in the area. Mr. Cook, formerly in the Departments of Education and Psychology at Purdue University, is now associate professor in the Bureau of Educational Research and Service at The Ohio State University.

Current Status of Project Management Instruction in American Colleges And Universities

This article focuses on a study of the essence and range to which the concepts, principles and techniques of project management are currently being taught in U.S. colleges and universities. Some conclusions derived from the study states that U.S. colleges and universities are presently offering instruction in project management in both the business and engineering departments, project management is frequently taught in a regular course as opposed to a short course offering and the customary method of instruction is the lecture/discussion supplemented by individual project reports and case studies.

TIP on books

Goldhammer, Keith, and Elam, Stanley, editors. Dissemination and Implementation: Third Annual Phi Delta Kappa Symposium on Educational Research. Bloomington, Indiana : Phi Delta Kappa, 1962. xi + 200 pp.

Use of systems analysis and management systems in project planning and evaluation

3.00. Buros, Oscar Krisen, editor. Tests in Print: a Comprehensive Bibliography of Tests for Use in Education, Psychology, and Industry. Highland Park, New Jersey : Gryphon Press, 1961. xxix‐+479 pp.

Book Reviews : Preparing Objectives for Programmed Instruction by Robert F. Mager. San Francisco, California: Fearon Publishers, 1961. Pp. x + 62.

7.00. Dailey, John T., and Shaycoft, Marion F. Types of Tests in Project Talent: Standardised Aptitude and Achievement Tests. Cooperative Research Monograph No. 9. Washington, D.C.: Office of Education, U.S. Department of Health, Education, and Welfare, 1961. vi + 62 pp. 25 cents.

1.75

Abstract The purpose of this paper is to illustrate possible relationships which can exist between the techniques of systems analysis and management information systems as they might be employed in the planning of an educational project and management control of the project during the operational phase. Systems analysis employs a principle of disassembly to determine the unit elements which make up the total system. Using this principle, the essential elements of a project can be delineated which lead to the accomplishment of the project objective. The result of this step is essentially the same as the first step in the application of management systems which is that of project definition. Within the PERT technique, this step is normally identified as the work breakdown structure. Based upon the project definition phase, the network is then constructed which is basically a synthesis of the elements identified through the principle of disassembly but where the elements are now sequenced with their necessary interrelationships and dependencies and placed within a time frame for management control.

Emotional Emancipation in Adolescence

Preparing Objectives for Programmed Instruction by Robert F. Mager. San Francisco, California: Fearon Publishers, 1961. Pp. x + 62.

Measurement and Remediation of Computer Anxiety.

1.75. One of the most perplexing tasks facing the instructor of an introductory course in educational measurement is how to teach students the process of stating instructional objectives in such a manner that procedures or instruments can be developed or constructed to ascertain the achievement of those objectives. Students too often come to an introductory measurements course without ever having been adequately taught or shown the need for careful behavioral definition of instructional goals in educational learning situations. Many current textbooks in measurement do contain sections on this topic in units dealing with classroom test construction. This reviewer’s experience has been, however, that students often go away still not fully comprehending the necessity of or possessing the necessary skills in preparing obj ectives so that they are measurable. This book was originally written to facilitate the statement of objectives (i.e., terminal behaviors) in preparing programmed instruction materials. The basic nature of the presentation, however, is one that pervades education in general and measurement in particular. Hence, this book is not only worthwhile for those interested in programmed instruction but carries useful knowledge for those persons in the field of educational measurement and evaluation. Mager has done an outstanding job by presenting in a simplified and straightforward manner not only the importance of stating objectives explicitly in behavioral terms but also a technique whereby this goal can be accomplished. The author says that objectives should be meaningfully stated. By