Date of Award

2015

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Wendy Edney

Abstract

This dissertation was designed to examine the impact of computer-aided instruction (CAI) on student achievement in a business education course and examine student perceptions of the CAI of use, Programmed Logic for Automated Teaching Operations (P.L.A.T.O.). Students not achieving to their highest potential was a problem. The study compared a classroom where only traditional instruction was used to a classroom where traditional instruction and supplemental CAI were used. The results of the study were based on two sets of tests for one unit of study within the course and an evaluation survey of P.L.A.T.O.

The study was to include 56 participants in ninth to twelfth grade placed into two classes of equal numbers (n=28). The control class received the traditional classroom instruction and 20 minutes daily of supplemental traditional instruction. The experimental class received traditional instruction and 20 minutes daily of supplemental CAI from P.L.A.T.O. The experimental group participated in the student evaluation survey to gauge their perceptions of P.L.A.T.O.

Independent t tests were used to analyze the pre and postunit tests for both groups of students. The survey data were analyzed using a chi-square test to examine the significant differences in the number of people agreeing or disagreeing about feelings.

An analysis of the data revealed no significant difference between the two forms of instruction. The student perception surveys indicated there was no statistically significant difference in the feelings about the CAI. Overall, the students’ perceptions of P.L.A.T.O. were more neutral and negative than positive. Based on the study results, continued research should be done on the impact of CAI in comparison to traditional instruction.

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