THE EFFECTS OF COMPUTER-ASSISTED LEARNING-STRATEGY TRAINING ON THE ACHIEVEMENT OF LEARNING-OBJECTIVES

This study investigated the effects of comprehension-directed and memory-directed computer-based learning-strategy training on the achievement of learning objectives. The subjects were sixty undergraduate students enrolled in an introductory computing course. Learners completed a tutorial about microcomputer components on the first day of the study. Two treatment groups completed a strategy-training tutorial focusing on comprehension or memory. The control group received extra time on the microcomputer-components tutorial and no strategy training. One week later, all subjects completed two separately administered tests including cued recall and recognition. The strategy training effects were significant on the fifty-item cued recall test, however, group mean scores were at or below 50 percent. Group mean scores on a recognition text suggested that comprehension-directed training was the most effective. All treatment group mean scores were significantly higher than the control group. The findings of this study provide a basis for further research into the design of computer-based learning-strategy training and assessment.