INDIAN STT]DIES

Kasthuri, S. (1992) conducted a study on the effectiveness of CAI in biology at

higher secondary level.

The objectives of the study were: i) to develop and validate the CAI material in

|e

topic "Planets

rffectiveness

in

relation

to Environment" for

standard

XI. ii) to study the

of teaching biology through the conventional method. iii) to study the

dectiveness of teaching biology through CAI methods. iv) to compare the effectiveness

dCAI

over the conventional method. v) to compare the effectiveness of CAI over the

onventional method. vi) to study the relationship between pre and post-test for the

ontrol

and experimental groups.

Thirty-two students of

XI

standard

of

Subbiah Vidyalayam Higher Secondary

Girls School were the sample. Tests and program messages were used. The

't'

test and

Karl Pearson's product moment correlation statistical procedures were used to analyse

te

data.

The findings of the study were: i. There was significant difference between the

aean scores of both the groups in the post-test in all

units. ii. There was no significant

dfference between the mean scores of post-test for other $oups with reference to

djective-knowledge. iii. There was significant difference between the mean scores of
both the groups in the post-test

with reference to the objective of the study understanding.

iv. There was significant difference between the mean scores of both the groups in the
post{est with reference to the objective of the study was to analysis.

40

Meera, S. (1999) conducted a study on the effectiveness of Computer Assisted

Instruction in biology learning.

The objectives of the study were: i) to find whether there was any significant

difference between

the conventional lecture method and the computer

assisted

instructional strategies. ii) to compare the effectiveness between the different models
computer based instruction.
packages

iii) to develop syllabus-based computer

of

assisted instructional

in different models. iv) to develop a Criterion Referenced Test (CRI) in the

content areas being taught to the control and the experimental groups.

The quasi-experimental method was adopted. Three groups each of 130 students

sudying standard

XI in three different schools were formed.

The control

and

experimental group method was used. The experimental group had two divisions. The
urtorial method was adopted in experimental group I and drill and practice was adopted in
eirperimental group

II.

The finding revealed that there was significant difference among different modes

of computer-based instruction viz. the Tutorial, the Drill and practice and the Lecture
methods in their effectiveness in realizing the instructional objectives in the teaching

Biology

in std. XI.

Teachers

of higher

secondary schools can be given

a project

aientation to develop CAI packages in different modes and making use of the available
pckages to teach their subjects. CAI packages catering to the needs of the students can
be developed by the subject teachers.

4l

Thomas, Satinder, Annu and

Bajaj

(2002) conducted a study on Evaluation of

a Developmentally Tested and Revised Experimental Multiple Media

Instructional

Package on Women Distance Learners.

The objectives of this study were:

i) to design and develop a prototype

self-

models
instructional, experimental, multi-media package for distance learners on process

multiin community nutrition and health interventions; and ii) to evaluate the prototype
media package in meeting cognitive and affective learning objectives.

The major findings were:

i)

Distance learners who participated in the present

it more difficult
study found print material was easy to use. ii) Distance leamers found
initially to study from audio materials. iii) A friendly, personal approach in audiocassette
teaching was found

to

encourage active, participatory learning'

appeared to find video a mere formal medium to work

less comfortable working

with it

because

iv) Many students

with the audio, and apparently felt

of its more 'ointrusive nature"' v) Open-ended

for group use. vi) Effective audio and

stimulus materials were found to be more suitable
found to be characterized by the high
video interaction in distance learning setting was
degree of integration

with other course materials'

computer
shanthini and Amalraj (2002) conducted a study on

Assisted

Instruction on achievement in science in schools'

Theobjectivesofthestudywere:a)Tofindouttheeffectofcomputerassisted
among higher secondary students'
instruction on achievement in 4 units in Bio-Zoology

b)Tofindouttheeffectofcomputerassistedinstructiononachievementinthelearning

42

objectives as such on knowledge, comprehension, application, and skills. c) To find out

the effect of computer assisted instruction on achievement in Bio-Zoology over lecture
method.

The study was an experimental research. The design of the study was a pre-post

equivalent group

one. The dependent variable in the study the achievement in bio-

zoology and undefined variable was a CAI software in bio-zoology of the students of
class

XI.

The sampling method was pu{posive random sampling.

The finding of the study revealed that CAI has made favorable impact on the
achievement

of all the units. From the study, it could be infened that CAI could be an

effective tool

to a teacher in the classroom instruction. It may be noted that the

government and private institution are taking steps to equip the schools with hardware
and software, mainly to provide and opportunity to develop awareness as
on experience

well as hands

with computer.

Xavier Prince Q002) conducted a study on development of power-point and visual

based learning package for

VIII

standard students in science and its effectiveness.

The major objectiveness of this study were:

i) To find out the significant

difference between control and experimental group students with reference to residence
such as day scholar, hostel and staying

application objectives.

in guardians house in knowledge, understanding,

ii) To find out the significant

difference the effectiveness of

learning through traditional method of teaching and learning through power point and
visual basic based CAI method of teachers.

43

The major findings were: i) There was no significant difference between control

and experimental group students with reference

hostellers and staying

in

guardians house

to

residence such as day scholar,

in knowledge,

understanding, application

objectives. ii) There was no significant difference between the effectiveness of learners
visual basic
through traditional method of teaching and learning through power point and
based

CAI method of teaching.

integrated method
Seenivasan (2003) conducted a study on effectiveness of computer
of teaching psychology of DTE students.

psychology
The objectives of the study were: i) To find out the learning package in
using power-point for DTE students.

ii) To find out he significant difference between the

gain score'
control and the experimental group teacher trainees of their
were
60 DTE trainees of first year from DIET, Munanjipatti, Tirunelveli District

was
selected as the sample, control and experimental group method
Standard deviation,

used'

Mean,

.t,-test, f-test, chi-square test and correlation are the statistics used in

this research.

than the group

The major findings were: i) Experimental group students were better
teacher trainees in their gain scores.

ii) Experimental group students were

group teacher trainees in their gain scores'

44

better than the

Yogendra Gandole (2004) conducted a study on the development and computer

software for practical learning.

The objectives of the study were:

i) To find out the significant difference

in

overall competency of students regarding various electronic experiments. ii) To find out
the significant difference in time, required to performing the various experiments.

The pre-test and the post-test equivalent group design was used.l0O college
students

of Amaravathi University, Maharastra were selected as the sample. Mean, 't'

test, standard deviation and chi-square were the statistical procedures used

in

this

research.

The major findings

were: D There was significant difference control and

experimental group in competency of students regarding various electronic experiments.

ii)

There was significant difference between control and experimental $oups in time

required to performing the various experiments. That is, experimental group were better

on practical
than the control group students. So the computer software was effective
learning.

Hellen Joy and Shiju (2005) conducted a study on development of computer

and its effectiveness'
assisted teaching material in history at higher secondary level

lesson on
The major objectives of the study were: i) To develop computer assisted

the topic,

UNo in History at higher

secondary

level. ii) To test the effectiveness of

the

the topic, UNO in history

computer assisted teachers and lecture method of the lesson on

45

at higher secondary level.

iii) To verifr the impact of

gender, domicile and type of

school on effectiveness of computer assisted teaching method.

The major findings were:

i) There is significance difference between control

and

experimental group students in there gain score. That is, experimental group students are
better then the control group students in the gain score.

It is noticed that the experimental

gender
treatment is effect to the students. ii) It is interesting to observe that there is no

difference in the scores obtained. iii) The findings that the performance of urban students
is better then rural students assume importance.

It is likely that the rural students are less

exposed to computer at school and the home.

Antony Gracious (2005) conducted a study on development of hypermedia

learning package in science for

IX

standard students and its effectiveness'

The major objective of the study was to find out the effectiveness of the
hypermedia-leaming package as compared to the traditional method and through this

utilization of growing computer field in education.

The investigator selected 0 students of

IX standard for his study. The pre-test,

post-test method was used for collecting data. Mean, standard deviation and

't'

test were

used to treat the data.

The major findings were: i) The experimental groups obtained a higher mean than
the control group.

ii) The sex wise comparison is insignificant. iii) There is no significant

association between the gain score and the hours

46

of study of the control group students.

iv) There is no significant association between the gain score and the hours of study of
the experimental group students.

Nirmala Sundararaj and Annaraja (2005) conducted a study on effectiveness

of power point presentation in teaching zoology for higher secondary students.

The objectives of the study were: i) To find out the effectiveness of power point
in teaching zoology for higher secondary students.

ii) To find out whether

there was any

significant difference between pre-test and post-test score of the students. iii) To find out
whether there was any significant difference between pre-test and post-test score of the
students in attainment of knowledge, understanding and application objectives.

35 English medium biology students studying XI standard in Little Flower

Matriculation Higher Secondary school, Tirunelveli were selected as the sample. Pre-test
and post-test were used

to analyse the data.

The major findings were: i) There was significant difference between the pre-test
and the post-test scores

post-test scores

of the

of the students. ii) There was significant difference pre-test and

students

in attainment of knowledge,

understanding and skill

objectives. That is, experimental group students are better than the control group
students.

47

Bobin Antony (2006) conducted a study on development of CAI package in XI

standard computer science and its effectiveness.

The major objective of the study was to find out the effectiveness of the CAI
package as compared

to the traditional method and through this utilization of growing

computer field in education.

The investigator selected 60 students of XI standard for his study. The pre-test,
post-test method was used for collecting data. Mean, standard deviation and

't'

test were

used to treat the data.

The major findings were:

than the control group.

ii) The

i) The

experimental groups obtained a higher mean

sex wise comparison is insignificant.

iii)

There is no

significant association between the gain score and the hours of study of the control group
students. iv) There is no significant association between the gain score and the hours of
study of the experimental group students.

Subasri (2006) conducted the study on accessibility of power point presentations

among high school land higher secondary school teachers in classroom teaching.

The objectives of the study were: i) To find out the accessibility of power point
presentations among the high school and higher secondary teachers.

ii) To find out the

usability of LCD projectors by the high school and higher secondary teachers.

80 teachers with different age groups, gender, educational

specializations, computer knowledge area and school whose accessibility

48

qualifications,

in utilizing the

power point presentation in classroom teaching at high and higher secondary school

level. The sample selected from the private schools of Pondicherry. Mean,

t-test,

ANOVA, standard deviation, chi-square test the statistical procedures used in this
research.

The major findings were: i) There is a high significant relationship between the
fundamental knowledge

of computer among the teachers power point accessibility in

ii)

Urban teachers are found to utilize power point presentations

classroom teaching.

more effectively

in

classroom teaching when compared teachers.

iii)

There is no

significant difference between the high school and higher secondary school teachers in
utilizing the power point presentations in classroom teaching.

2.4.

STUDIES ABROAD

Hoolands (2003) conducted a study on the impact

individualization

of

students learning experiences

of

computer use on the

in public middle

school science

classrooms.

This study aimed at determining whether and how computers were used by public

middle school students in the science classroom might facilitate the individualization of
students instructional experiences.

Questionnaire from 50 middle school science teachers located in 20 manhattan

public schools were collected to provide background information on each teachers in

teaching philosophy, teaching practices, attitude towards technology and technology use

in the science classroom. 673 students form the use of computer and skills and 191 of

49

these interacted and worked

with peers, the teacher and resources in the classroom. The

relationship between degree of computer use and the indicators of individualization of

instruction were investigated using multilevel statistics. Random intercept analyses

allowed and investigation into the mediating effects

of the teacher and classroom

variables on the various outcomes.

The findings of the study was increased in computer found to be associated with
changes in certain aspects

of learning environment but more protracted verbal interaction

in the classroom, more one-to-one interactions among students and between individual
students and

the teacher. More time spent for working independently,

more

investigations varied according to the student's interest.

Keston Louise (2003) conducted the study on an evaluation of the relationship of

participation in a computer based math program with student achievement.

This study investigates the effect

more years behind in English.

of

A group of

CAI on math grade students who are tow or

106 students from two schools participated in

the study. 73 students received CAI and 33 did

classes

not. All

students were enrolled in two

of math lab class. The Stanford achievement test, version 9 was used as both pre

test and post

test. Students records provided information about course enrollment. Two

research questions were investigated

: l) Is there

a statistically significant difference in

2001-02 SAT9 math scores of high school freshmen why are not when their 2000-01

SAT9 math scores are considered as a covariate. 2) Is there a statistically significant

difference in their future math placement of high school freshmen that are enrolled in

their river deep program versus those who are not? There was not
50

statistically

significant difference in the rate of growth between the two groups, although there was
indication of a trend in favour of the group receiving

CAI.

There was a statistically

significant difference in the progression through the series ofcourses.

Blake (2003) conducted an evaluation of relationship of participation in

computer based math program with student achievement'

This study investigated the effect of computer-assisted instruction on ninth grade

students who are two or more years behind in

English. A group of 106 students from two

schools were participated in the study. 73 students received computer-assisted instruction

and 33 did

not. The Stanford achievement test version was used

as pre-test and post-test.

The objectives of the study were: i) Is there a statically significant difference in

the 2001-02 SAT9 math scores of high school freshmen who are enrolled in river deep
programme versus those who are not enrolled their 2000-01 SAT9 math scores were
considered as a covariate.

ii) Is there a statistically significant difference in their future

math placement of high school fresh men who are enrolled in the river deep programme

versus or not.

The finding of the study was no significant difference in the rate of growth
between the two groups, although there was indication

receiving

of a trend in favour of the group

CAI. There was a statistically significant difference in the progression through

the serious of courses. One year after this, more that half students receiving their river
deep programme progressed

to algebra, while are third of the group not receiving CAI

regressed and were required to start the entire series of course again.

5l

Lang and Teresa Kay (2004) conducted a study on the effect of learning styles,
computer attitude and classroom technology on student performance and motivation.

This study examines the effects of computer assisted instruction and a course
management system

on student's performance and motivation, after controlling for

learning style, cognition, and computer attitude. There was three approximately equal

groups

course management system group using web CT, including self-testing,

communication tools, grade book, graded quizzes, and graded homework; a computer
assisted instruction group using a multimedia tutorial, including self-testing capability

and

a control group using neither computer assisted

instruction

or a

computer

management system.

The results from the analysis of variance indicated student performance was
significantly affected by the treatments, and student motivation was not significantly
affected by the treatments. Computer attitude did influence motivation, after controlling

for cognition and learning style, but did not influence performance.

Kaplan Charles Q004) conducted a study on the use of tutoring and computer
based instruction

with community college developmental educational students and there

relationship to student success.

The current study investigation between the hours of tutoring and computer based
instruction to student success as measured by grade point average, course completion,
and retention

between

of developmental education college students. Also comparison was made

the grade point average of TRIO students and non-TRIO students

52

in

developmental education classes. TRIO is a collection of federally funded programs for

disadvantaged and at risk college students. Finally the comparative impact

computer based instruction,

components was examined

of tutoring,

or the combined use of the two instructional

in terms of grade point

support

average, course completion and

retention.

The current study was conducted at a public community college in eastem New

Mexico during the 2003-04 academic year using an ex post fact research design. There
were 2l

developmental education students who volunteered to participate in the study.

Relationships between variables were tested with correlation. Comparisons between

variables were made using

't' tests. The 0.05 level of significance was used for the

inferential statistics of correlations and't' -tests.

Developmental educational students who used tutoring only had a significantly

higher retention rate then students who used computer based instruction exclusively.

Further,

it

was found that developmental education students who used combined

approach of tutoring and computer based instruction had a significantly higher retention
rate then students

who used computer based instruction alone. There were directional

indications that the exclusive use of tutoring produced higher grades and then retention
then computer based instruction when used alone. In addition, while not rising to the
level of statistical significance, there were indications that the exclusive use of computer
based instruction as

the only instructional support component used may have had

detrimental impact upon students grades and retention.

53

Priest (2004) conducted the study on utilization of computer technology by

science teachers in public high schools and the impact of standardized testing.

A survey about high school science

they are having computers
computers

in the

teachers was conducted

in the classroom, why

to determine how

science teachers are not using

classroom, which variables were relevant

to them for not

using

computers and what are the effects of standardized testing on the use of technology in the

high school science classroom.

Self-administered questionnaire was developed

computer integration and demographic information.

to

measure these aspects of

follow-up telephone interview

survey of a portion of the original sample was conducted in order to clarify questions
correct misunderstandings and to draw out more holistic description from the subjects.
The primary method used to analyse the quantitative data was frequency distributions.

Multiple regression analysis was used to investigate the relationship between the barriers
and facilitators and the dimensions
use

of instructional use, frequency and importance of the

of computers.

The findings of the study found that contributing factors to science teachers who
not use computers were not enough up-to-date computers in their classrooms and other
educational commitments and duties do not leave them enough time to prepare lessons
that include technology. While a high percentage of science teachers thought their school

and district administrations were support of technology, they also believed more in
service technology training and follow-up activities
and more software needs

to be created.
54

to support that training are needed

Casanova Ana,I. (2004) conducted and analysis of computer mediated communications

technologies as tools to enhance learning.

The integration of computer mediated communication (CMC) technologies in to

the higher educational setting had required faculty to change their role form the direct
instructional model to a model based on constructivists ideas. CMC instructional tool (IT)
has provided a change

by shifting a traditional teacher-centered setting into a teacher

calculator environment. Teacher's professional development has become and important

task

to effectively integrate into their course. Question concerning the implementation

and value

purpose

of CMC technologies and their impact in higher education are not clear. The

of this research study was to determine the extent to which CMC technology

promoted the achievement

of

stated goals and objective

for course taught in higher

education. This study was directed by three research questions: i) In what ways were
higher education faculty using CMC technologies
technologies to deliver the course.

to

develop faculty using CMC

ii) What was the faculty's primary instructional intent

for the CMC technology they selected for integration into the teaching process? iii) In
what way did the integration of selected CMC technologies promote achievement of
stated goals and objectives in their courses? The retearch study population consisted
17 higher education faculties

from the Trek

of

2l project at west Virginia university during

the year 2001. These participants received technical training, enhanced web designed
courses, worked collaboratively and prepared instructional resources during

at 7

day

week period during summer 2001. The data collection was done by survey course,
analysis and

interview. Findings indicated that faculty was mainly using CMC

55

technology to support teaching practice and to improved teacher productivity. ITs were
basically target to increase interactivity open avenues for feedback and provide online
resources but less used for inquiry based and active learning. Faculty primary intent to

integrate CMC technologies was

to create different

avenue

to

communication with

objectives with different degree of success mainly in two different areas content delivery
and course management and less regarding tele-collaborative actively structure.

Ash and John (2005) The effect of computer assisted instruction on middle
school English achievement.

Success in English is central to a good education in the modern

world. The better

educated a society the more successful the society. The United States is behind the world

in English education and must do everything to develop effective pedagogies for its
instructions.

Proponents

of computer technology in education argue that it makes leaming

easier, more efficient, and more motivating (Schacter

& Fagnano, 1999). Skeptics argue

-Q

that there is a lack of experimental data obtained under rigorous scientific standards.
Computer assisted instruction (CAD is and educational medium

deliveries instructional content

attempting

to

or activities. Many

determine the effects

in which a computer

studies have been completed

of computer-assisted

instruction on academic

achievement.

For this study a cause effect linkage was suspected between the uses of computer
assisted instruction software and achievement in

English. A study was required to prove

or disprove in relationship in which one can manipulate the variables of computer56

assisted

instruction. A quasi-experimental study was use with a two group, pre-test post-

test design. The control group was taught by traditionally accepted teaching methods
throughout the

study. The experimental group received the same traditional teaching

methods plus one hour a week

of computer-assisted instruction in the form of

Orchard

software. The differences between the scores on the post-test and pre-test

were

calculated and the means of the differences form the experimental group and the control
groups were compared using

The result

of the

a't'

test.

data analysis indicated that the use

of

computer-assisted

instruction in addition to traditional teaching methods is more effective then traditional

teaching methods alone. No differences were found between the genders of the subjects
in the change of their achievement as measured by the differences from the pre-test to the
post-test.

Clark and Danny (2005) The effect of using computer-assisted instruction to

assist high school geometry students achieve higher levels

of

success on the Florida

Competency Achievement Test (FCAT).

The over all intent of this study was to investigate the effects of computer assisted
instruction of 10tr grade geometry students and its correlations to the Florida Competency
Achievement Test (FCAT).
The findings of this study were based on research questions that were addressed
through joumals, questionnaires, teacher observations, and

9s and lOth grade students

Florida Competency Achievement Test scores were considered the pre-test and their 10tr
grade test scores were their post test.

57

The research project also included students who were taking geometry in a South
Florida Public high school located in Miami-Dade county. The study used two groups of

25 students; one was the control group and other was the experimental group from

predominately Hispanic high school.

\
During the study the experimental group was the primary focus by which the
Carnegie Learning Geometry Curriculum (2002) was used as the major source of

instruction. Throughout the study, student questionnaires, journaling and

observations were used

teacher

to inform the teacher of students progress in preparing them for

the Florida Competency Achievement Test as well as assessing students knowledge of

the subject matter.

At the conclusion of the study when students FCAT results were also

reported, findings indicated that positive changes occurred within the experimental
group; those computer assisted instruction showed marked improvement whereas those
who did not receive computer assisted instruction did not.

Finally, the major findings concluded that the factors associated with having
student-centered school environment incorporating the use

of computer technology to

evaluate student achievement with the assistance of a collaborative learning environment

did play a significant role in the positive increase in academic achievement

on

standar dized test scores.

Anika (2006) clnducted the study on the effects of animated agents with vefual
audio on English comprehension and attitudes towards English and computers.

This doctoral study investigated the effect

of

animated agents

with verbal audio

an English comprehension and attitudes toward English and using a pre test-post test
58

control group design model among eight one college students who enrolled in precalculus courses at doctorial extensive university.
presence

It verified quantitatively

that the

of animated agents with verbal audio in WBI could improve student's English

achievement and attitudes toward English

but experimental group practice

effect

improved, but not their application between a student's attitude toward English and his
attitude towards English. Designers and developers of WBI can use these findings to

better design, de'Jelop and implement

web-based tutorial that promotes positive

attitudes toward learning and long term English achievement

in the post secondary

English arena.

Shao and Wei (2006) conducted a study on Animating autonomous pedestrians.

State-of-the-art computer graphics modeling and rendering techniques can be

used

to create photo realistic imagery of static object, but they do not yet enable the

automated animation of human beings

addressees

with anywhere near as much fidelity. This thesis

the challenge. Our focus is the emulation of real pedestrians in urban

environments. To this end we develop and entirely autonomous pedestrian mode that
requires no centralized, global control whatsoever and is approach we adopt integrates

motor, perceptual, behavioral, and cognitive components, making each of our virtual
pedestrians

a highly capable individual. To support a variety of natural interactions

between pedestrians and their environment, we represent the latter using hierarchical data

structures that efficiently execute the perceptual queries

of pedestrians to sustain their

behavioral responses and enable them to plan their actions on global and local scales.
The animation system implemented using the above models enable as to run long-term

59

simulations

of

pedestrians

in fairly

large urban environments without

manual

intervention. Real time simulation can be achieved for over a thousand autonomous
pedestrians. With each pedestrian under his/trer own autonomous control, the characters
imbue the virtual world with liveliness, social (dis) order, and a realistically complex

dynamic. In addition to the automated animation of human activity in a virtual train

station, we demonstrate our autonomous pedestrian simulator in the context to virtual
archaeology for visualizing urban social life in reconstructed archaeological sites. Our
pedestrian simulator has also served as the basis

of a test bad for

designing and

experimenting with visual sensor networks in the field computer vision.

Lindacy and Rita Carol (2006) conducted a study on an analysis of a effect of the
computer-enhanced curriculum and learning style on student achievement

in

college

algebra at a Florida community college.

The purpose of this study was to investigate the effect of a computer enhanced
curriculum and learning style on student achievement in college algebra. The research
design was quasi-experimental involving six intact classes at Indian River Community

College (IRCC) during the fall 2005 semester

(N:93).

Three

full time math faculties

participated in the experimental component of this study by each agreeing to tease one

traditionally based and one computer-enhanced college algebra section.

A
assess

pre-test (MCI) was administered during the first week of classes in order to

the prior skill and algebra knowledge of participants. The purpose of this

instrument was to ensure equivalency of the control and treatment groups. Results of an

60

independent

.t' - test using MCI scores revealed that the groups were not significantly

math skills'
different in their prior algebra knowledge and computational

the leaming
The Beyond Excellence Learning Styles Inventory, used to assess
style

of

students was completed by

all participating students out-side of class'

The

and visual were

perceptual elements from this survey, i.e. auditory, tactile/kinesthetic,
method.
used to designate each students preferred learning

A final exam (FE) was used to

by
measure student achievement in the course and was completed

all students at the end

of the semester.
each instructor
For the treatment grouP, the Maple TA program was utilized by
graded by the computer program'
during classes and 16 online quizzes were assigned and
methods with no computer or
Control Soup students were exposed to traditional teaching

take-home paper quizzes' which

technology component. These students completed 16
were graded by the researcher.

All

section covered the Florida State mandated college

an the course syllabus'

algebra curriculum and were graded identically as a outlined

(ANOVA) with FE
Data were analyzed using a two-factor analysis of variance
scores used as they dependent measure.

No significance was found for achievement in

the interaction
college algebra based on learning style, technology, or

of

these two

effect on student
variables. However, further exploration of these two factors and their
motivation, retention, and achievement is strongly recommended.

6I

BIBLIOGRAPHY
BOOKS

Aggarwal, J.C. (1993), Theory and Principles of Education, Vikas Publishing House Pvt.

\--

Ltd.. New Delhi.

Aggprfrlil J.C. (1995), Teacher and Education in Developing Society, Vikas Publishing
-House
Pvt. Ltd., New Delhi.

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t44

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