PhD. 2006. Major professor: Diane McGrath.
Assistant Professor, Dept. Accounting & Information Systems, Fort Hays State University
E-mail: ggiebler@fhsu.edu

Abstract:
   Society's need for computer literate citizens demands that colleges and universities prepare graduates with appropriate computer knowledge and skills to survive in the digital workplace. Faced with faculty shortages and declining budgets, higher education must deliver a "one-size-fits-all" introductory computing course to students arriving on campuses with well-developed skill sets, the latest wireless devices, and expectations of a "wired" campus. Traditional lecture and hands-on instruction may no longer be an appropriate method of teaching introductory computing courses. This study investigated the feasibility of using self-paced, computer-based instruction (CBI) to teach an introductory computing course. The goals of the study were (1) to determine if there were significant differences in the final learning outcomes of students subjected to CBI models and those of students who experienced traditional instructional models of lecture and hands-on practice, and (2) to determine if students matriculating from larger high schools performed differently than students from smaller high schools in introductory courses regardless of the method of instruction. Data were collected from an introductory computing course taught at a medium-size university in the Midwest over a period of three academic semesters.
   A quasi-experimental nonequivalent control group design was appropriate for the study. Random assignment of participants is lacking in the design and analysis of variance was appropriate to determine if significant differences existed in the mean ACT scores of participants in the six groups. Statistically non-significant differences were noted from the ANOVA and the data from individual semesters were combined to form one control and one treatment group. ANOVA indicated no significant differences in the final learning outcomes of participants regardless of the instructional method and indicates that the CBI model was as effective as traditional teaching models. Likewise, no significant differences in learning outcomes of students matriculating from larger and smaller high schools existed.
   Technology gives students the confidence and responsibility to take an active part in their learning experiences. Allowing students to learn at their own pace, in their own time can reduce budgetary pressures on university resources. Additional studies of computer-based instructional models merit consideration for continuous improvement of introductory computing courses.