Edwin P. Christmann

Microcomputer-Based Computer-Assisted Instruction within Differing Subject Areas: A Statistical Deduction.

This meta-analysis compared the academic achievement of students in grades six through twelve who received either traditional instruction or traditional instruction supplemented with computer-assisted instruction (CAI) across eight curricular areas. From the forty-two conclusions, an overall mean effect size of 0.209 was calculated, indicating that, on average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 58.2 percent of those receiving only traditional instruction. The comparative effectiveness of CAI may be seen in the following descending order mean effect sizes: science, 0.639; reading, 0.262; music, 0.230; special education, 0.214; social studies, 0.205; math, 0.179; vocational education, −0.080; and English, −0.420.

The Comparative Effectiveness of CAI on Collegiate Academic Performance

THIS STUDY COMPARED THE ACADEMIC ACHIEVEMENT LEVELS of college students who were exposed to traditional methodology with those of college students who received traditional methodology supplemented with computer-assisted instruction (CAI). From the 26 conclusions, an overall mean effect size of 0.127 was calculated, indicating that, on the average, college-level students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 55% of those receiving only traditional instruction.The effect sizes were categorized into nine subject areas. The comparative effectiveness of CAI may be seen in the following descending order mean effect sizes: aviation, 0.777; English, 0.612; athletic training, 0.246; education, 0.222; business, 0.210; science, 0.173; reading, 0.082; mathematics, −0.031; and music, −0.428.

The Effects of Computers on Male and Female Statistics Achievement

THIS STUDY COMPARED the effects of microcomputer-based software and hand-held calculators on the statistics achievement of university males and females. The subjects, 50 graduate students enrolled in univariate statistics classes at a public, comprehensive university, were randomly assigned to groups that used either microcomputer-based software or hand-held calculators in performing their statistical calculations. The effects of the independent variables of microcomputer-based software and hand-held calculators on the dependent variable of statistics achievement were analyzed with an independent t-test and a two-way analysis of variance. Results of the independent t-test and a two-way analysis of variance. Results of the independent t-test revealed no significant difference between the achievement of students who used hand-held calculators and those who used microcomputer-based software (p=.556). Furthermore, the two-way analysis of variance revealed no significant difference on the basis of gender (p=.993); however, a significant interaction effect (p=.013) was disclosed. The effect size of 0.912 indicates that, on the average, those males who used microcomputers outperformed 82% of the females who used microcomputers in performing their statistical calculations; while the females who used calculators outperformed 71% of the male users of calculators, on the basis of an effect size calculation of 0.545.

Personality as a Predictor of Depression Among the Elderly

ABSTRACT This study examined the relationship of depression to the sixteen scales constituting the Sixteen Personality Factor Questionnaire (16PF) by samples of elderly found in retirement communities and private residences. Scale two of the MMPI and the Geriatric Depression Scale (GDS) served as measures of depression in the prediction of the 16 PF scores. From the one hundred and two subjects who participated in the investigation, a multiple regression analysis indicated that depression scores were negatively related to Factor C (Ego Strength), Factor E (Dominance), Factor F (Impulsivity), Factor H (Boldness), and Factor Q3 (Ability to Bind Anxiety). Results were interpreted as indicating that geriatric-depression could be best conceptualized as a depressive-somatic phenomenon, the onset, severity, and longevity of which depended upon three distinct factors: (1) personality predispositions, (2) health factors, and (3) demographic factors.

The Effects of Social Control on Chicago's Public Schools

Presented as a case study that is written for a scholarly audience, Lipman argues that there is a deliberate relationship between school policies and social control in Chicago. For example, during the late 1980s and early 1990s, Chicago captured national attention when the city shifted from bureaucratic to community-based schools. Ironically, Lipman highlights that prior to the Bush administrations No Child Left Behind Act of 2001, President Clinton celebrated Chicagos 1995 school reform as a model for the nation. As a result, Chicago has been a gauge of urban education and a model for the recent No Child Left Behind Act.

The Effects of Statistical Analysis Software and Calculators on Statistics Achievement

This study compared the effects of microcomputer-based statistical software and hand-held calculators on the statistics achievement of university males and females. The subjects, 73 graduate students enrolled in univariate statistics classes at a public comprehensive university, were randomly assigned to groups that used either microcomputer-based statistics software or hand-held calculators in performing their statistical calculations. The effects of the independent variables of microcomputer-based statistics software and hand-held calculators on the dependent variable of statistics achievement were analyzed with a two-way analysis of variance that revealed no significant difference on the basis of gender (p = 0.622). However, the two-way analysis of variance revealed a significant difference between the achievement of students who used the microcomputer-based statistics software and those who used hand-held calculators (p = 0.024), with those students who used microcomputer-based statistical analysis software scoring higher. Additionally, a significant interaction effect was disclosed (p = 0.027), with an effect size of 0.621, indicating that, on average, those males who used microcomputers outperformed 73% of the females who used microcomputers in performing their statistical calculations; while the females who used hand-held calculators outperformed 71% of the male users of calculators, on the basis of an effect size calculation of 0.545.