Effects of computer-assisted instruction in macroeconomics education: an experimental course design.

dc.contributor.author Haley, Mary en_US
dc.contributor.department Economics & Finance en_US
dc.date.accessioned 2014-06-20T16:13:56Z
dc.date.available 2014-06-20T16:13:56Z
dc.date.issued 1991 en_US
dc.description.abstract The primary purpose of this study was to determine the effectiveness of using computer-assisted tutorials and examinations as supplements to the basic lecture and discussion course in macroeconomics. Secondary considerations included college grade point averages, scores on the American College Test, and sex as possible determinants of student learning. en_US
dc.description.abstract The research study was conducted at Cumberland University, Lebanon, Tennessee during the fall semester of 1990. Two sections of Principles of Macroeconomics were used with forty-one students participating. One section performed as the control group and the other section as the experimental group. en_US
dc.description.abstract The computer-assisted instructional materials used were prepared to be used in conjunction with Economics, 11th edition by Campbell R. McConnell and Stanley L. Brue. Six graphics-based tutorials and seventeen exams were completed by students in the experimental group. Students received an on-screen evaluation of their performance showing the percent correct and page references for questions missed. en_US
dc.description.abstract Effectiveness of computer-assisted instructional materials on macroeconomic understanding was measured by administering four instructor-generated examinations and the "Revised Test of Understanding in College Economics, Macro Form B" prepared by the Committee for a College-Level Test of Economic Understanding of the Joint Council on Economic Education which was used as both a pretest and a posttest. Secondary data were collected by administering a student questionnaire. en_US
dc.description.abstract The Ordinary Least Squares Regression model was used to determine the relationship between the independent and dependent variables. The t-statistic was calculated and tested at the.05 and.01 levels of significance. en_US
dc.description.abstract Results of the regression analysis showed no significant positive relationship between students' cognitive achievement in Principles of Macroeconomics and their use of computer-assisted instruction. The only independent variable that was consistently positively related to students' cognitive achievement in Principles of Macroeconomics was college grade point average. Males were shown to be superior to females in terms of cognitive achievement in macroeconomics. en_US
dc.description.degree D.A. en_US
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/3896
dc.publisher Middle Tennessee State University en_US
dc.subject.lcsh Macroeconomics Computer-assisted instruction en_US
dc.subject.lcsh Economics, General en_US
dc.subject.lcsh Education, Higher en_US
dc.subject.lcsh Education, Technology of en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.thesis.degreelevel Doctoral en_US
dc.title Effects of computer-assisted instruction in macroeconomics education: an experimental course design. en_US
dc.type Dissertation en_US
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