| Abstract: | An experiment was conducted to compare student achievement under two differing instructional strategies: a small-group and computer-aided strategy versus lecture instruction. Evaluation was extended in several ways beyond comparison of overall student scores. Results show significant improvements in student achievement produced by the computer-aided strategy with reference to gender, ethnicity and levels of cognitive learning. The study concludes that experimental evaluations of CAI serve best as formative tools to match instructional strategies to specific types of content material and different types of students, and that instructional media are best evaluated along with the instructional method in which they are embedded. |
