UBC Theses and Dissertations
Noun modifier production in a comparison of graphic and non-graphic computer-assisted instruction Long, Gayle E.
The problem under investigation in this study was to determine if identifying the components of effective CAI and augmenting them with appropriate graphics in order to produce a sentence writing program which provided students with semi-concrete experiences would result in improved student writing. Three versions of the Sentence Elaboration Programme (Pencil/Paper, Text/Computer, Graphics/Computer), were designed and produced by the experimenter for this study. The program focussed on increasing student use of noun modifiers in sentences. All three versions contained tutorial, drill and practice, and production (writing) sections. It was hypothesized that no differences would occur between the three treatment groups for the number of correct responses in the drill and practice or production sections of the program, or for the total lapsed time required by students to complete the various levels. It was also hypothesized that no significant differences would occur among the three treatment groups and the control group for use of noun modifiers in post-test sentence writing and compositions. The study was conducted with a sample of 56 grade 6 students from the same school. Students were randomly assigned within class to the four groups. In the pre-and post- testing procedures, all students wrote 10 sentences using words from their Spelling list, and two compositions. The control group received no additional instruction. The text of the instruction was the same for the three treatment groups. The Pencil/Paper group received the instruction in an oral presentation to the whole group, while both computer groups received the instruction individually on microcomputers. The Graphics/Computer group instruction included the addition of graphics. Analysis of covariance, using CTBS and pre-test scores as covariates, revealed significant differences among the groups for use of noun modifiers in post-test Spelling sentences, and examination of the group means indicated the Text/Computer group achieved the highest mean score. The analysis of covariance, using CTBS* scores as a covariate, also found significant differences among .the treatment groups for the number of correct responses in the drill and practice section of the program and for total lapsed time. The Pencil/Paper group had the highest mean score for drill and practice, and the Graphics/Computer group required the most time to complete the program. Although the program was effective in increasing the use of noun modifiers in Spelling sentences, the addition of graphics to the program did not increase its effectiveness. The use of the program did not result in an increase in noun modifiers in student compositions.
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