Richard P. Niemiec

Learner-Control Effects: A Review of Reviews and a Meta-Analysis

This article concerns the effects of learner control in computer-assisted instruction (CAI). After reviewing previous reviews of research on the topic, twenty-four studies of learner control were subjected to meta-analysis. The results of both the review and meta-analysis are equivocal. Several reviews indicate that learner control works less well with younger, less able students. Other reviews indicate that, given optimal conditions, learner control can work with any students. The meta-analysis, however, yielded an average effect size that was small and negative suggesting that the average student would be slightly better off without it. Although learner control has theoretical appeal, its effects on learning seem neither powerful nor consistent.

Computers and Achievement in the Elementary Schools.

This article is a summary of a comprehensive meta-analysis of CAI research at the elementary school level. One conclusion is that CAI is effective in raising student achievement scores, but that different classes of children and different forms of CAI produce different results.

The effects of computers on learning

Abstract This chapter synthesizes the results of thirteen quantitative reviews of computer-based instruction (CBI). This synthesis consolidates approximately 250 individual research efforts. The average and typical effect of CBI is to raise outcomes by .42 standard deviations. Although several differential effects are noted, the overall effect of CBI is to place the average student using it at approximately the 66th percentile of the control group distribution. Several areas of needed research are indicated.

Effects of a Computer-Augmented Learning Environment on Math Achievement for Students with Differing Cognitive Style

The relationship between cognitive style and success in a computer-augmented learning environment was investigated. Fifty-nine students enrolled in a developmental education course in algebra were assigned to one of two instructors and one of two treatment conditions (computer-augmented instruction or traditional instruction). Student cognitive style (field-independence-dependence) was determined by performance on the Group Embedded Figures Test. Significant variables identified from a stepwise regression included main effects for prior achievement, cognitive style, and instructor. In addition, a significant treatment by cognitive style interaction was found. Field-dependent students exhibited greater math achievement in a computer-augmented environment, whereas students with indiscriminate cognitive style demonstrated greater achievement in a traditional learning environment. The results supported the hypothesis that learning environments differentially effect students with dissimilar cognitive style characteristics.

From Teaching Machines to Microcomputers: Some Milestones in the History of Computer-Based Instruction

AbstractThis article highlights several of the major psychological theories of instruction from Thorndike through Skinner and others, and traces several practical applications. These include the precursors of computer-based instruction and major developments in computer-assisted and computer-managed systems on mainframe and microcomputers. Despite breakthroughs in theory, hardware, software, as well as effectiveness and cost-effectiveness, computer-based instruction has yet to fulfill its potential for widespread application in American education.

Effects of Computer-Based Instruction on Secondary School Achievement: A Quantitative Synthesis

AbstractA meta-analysis of 43 studies of the effects of computer-based instruction (CBI) in secondary schools showed that CBI programs produce, on average, small but significant improvement in stud...

Comparing the Cost-Effectiveness of Tutoring and Computer-Based Instruction

This study combines meta-analytic and costing techniques to investigate the cost-effectiveness of CAI and tutoring. Using many estimates of costs and effects to yield widely generalizable cost-effectiveness ratios (CERs), it appears that CAI is considerably more cost-effective than tutoring. In fact, CAI may be as much as three times more cost-effective than tutoring.

Effects of management education: A quantitative synthesis

Abstract This meta-analysis synthesized the results of 22 studies of management education in institutional settings. The results indicate that the treatments median effect size is .7—a fairly substantial effect. Several differential effects were noticed, including the experience level of the managers and the types of instrumentation and institutional setting. The general state of the evaluation literature shows the widespread lack of multiple treatment and control groups in measuring effects of management education programs.

Validating Exemplary Programs: Methods and Criteria

This article explores several validation methods for the identification and dissemination of exemplary educational programs in the nation. It discusses the rationales for methods developed by the Program Effectiveness Panel and its predecessor, the Joint Dissemination Review Panel. Four selected validation methods are analyzed in terms of their comparative advantages and disadvantages. The article ends with recommendations oriented toward the U.S. Department of Education’s clients—educational policymakers and practitioners—and how their needs can be met.

A Technique for Objective Analysis of Qualitative Evaluation Data

Abstract Analysis of qualitative—usually verbal—information from interview transcripts, field notes, and other sources has required huge amounts of labor. Some critics, moreover, maintain that such analysis is less than reliable, objective and tabula rasa. A new computer program, however, allows precisely repeatable analysis without a priori frameworks and without tedious and subjective categorizing of passages. The program finds repetitive association of words or ideas that characterize the verbal research corpus which evaluators may display and interpret. This article explains the program and illustrates its use in an evaluation of a collaborative botanic education project sponsored by the National Science Foundation.