Abstract:
This study examined the effects of Computer-Assisted Instruction (CAI) on students' reading comprehension scores within a diverse military population in a developmental classroom compared to the traditional lecture approach. Research shows that instructors should teach to all learning styles, not just auditory learners, yet in many classrooms lecture is still the primary method of instruction. Real learning takes place when individuals take information or concepts and construct their own comprehension by relating it to what they already know.
A pretest, posttest, control group research design was used. A control class was taught with the standard textbook using lecture as the primary method of instruction. Lessons and assignments were the same for all students. The treatment class used CAI with the instructor giving individual help as needed. Pretests were used to place students in the appropriate lessons. CAI offered students the opportunity to emphasize weaker areas and bypass strong areas of their background.
The conclusion was that after instruction the CAI students' reading comprehension was at least equal to or greater than that of their traditionally taught counterparts. Several areas of further research are recommended including repeating the study, measuring interest and motivation, examining teacher effect with other instructors, and studying andragogical methods with this population.