View in EDS

Performance Measures in Courses Using Computer-Aided Personalized System of Instruction

Saved in:
Bibliographic Details
Title: Performance Measures in Courses Using Computer-Aided Personalized System of Instruction
Language: English
Authors: Springer, C. R., Pear, J. J.
Source: Computers & Education. Sep 2008 51(2):829-835.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 7
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Descriptors: Academic Achievement, Program Effectiveness, Correlation, Computer Assisted Instruction, Individualized Instruction, Pacing, Scores, Peer Evaluation, Educational Environment, Cognitive Style
DOI: 10.1016/j.compedu.2007.09.002
ISSN: 0360-1315
Abstract: Archived data from four courses taught with computer-aided personalized system of instruction (CAPSI)--an online, self-paced, instructional program--were used to explore the relationship between objectively rescored final exam grades, peer reviewing, and progress rate--i.e., the rate at which students completed unit tests. There was a strong positive correlation (r=0.68, p less than 0.01) between rate of progress and the amount of peer reviewing students did. This was predictable because peer reviewers had to be further along in the course than the students whose unit tests they reviewed. Students who completed all the units tended to obtain higher final exam scores than those who did not. For students who completed all the units there was little difference between the final exam performance of those who had a high progress rate and those who had a low progress rate. Considering all students together there was a moderate correlation between progress rate and final exam performance (r=0.36, p less than 0.01). In addition, there was a moderate positive correlation (r=0.33, p less than 0.01) between the amount of peer reviewing students did and their performance on the final exam. This correlation was substantially reduced (r=0.13, p less than 0.20) when rate of progress was partialed out. Thus, overall, students who progressed more rapidly through the course did more peer reviewing and learned more as measured by final exam performance. Interestingly, there were students who showed good learning without much participation in course related behaviors such as completing unit tests and peer reviewing. It is concluded that the CAPSI instructional program provides a good learning environment for students who utilize its components but it also accommodates other learning styles. In addition, there may be a distinction between students who complete all assigned units and those who do not regardless of their tendencies to procrastinate.
Abstractor: Author
Entry Date: 2008
Accession Number: EJ795996
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ795996
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Performance Measures in Courses Using Computer-Aided Personalized System of Instruction
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Springer%2C+C%2E+R%2E%22">Springer, C. R.</searchLink><br /><searchLink fieldCode="AR" term="%22Pear%2C+J%2E+J%2E%22">Pear, J. J.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Computers+%26+Education%22"><i>Computers & Education</i></searchLink>. Sep 2008 51(2):829-835.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: PhysDesc
  Label: Physical Description
  Group: PhysDesc
  Data: PDF
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2008
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Pacing%22">Pacing</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1016/j.compedu.2007.09.002
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0360-1315
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Archived data from four courses taught with computer-aided personalized system of instruction (CAPSI)--an online, self-paced, instructional program--were used to explore the relationship between objectively rescored final exam grades, peer reviewing, and progress rate--i.e., the rate at which students completed unit tests. There was a strong positive correlation (r=0.68, p less than 0.01) between rate of progress and the amount of peer reviewing students did. This was predictable because peer reviewers had to be further along in the course than the students whose unit tests they reviewed. Students who completed all the units tended to obtain higher final exam scores than those who did not. For students who completed all the units there was little difference between the final exam performance of those who had a high progress rate and those who had a low progress rate. Considering all students together there was a moderate correlation between progress rate and final exam performance (r=0.36, p less than 0.01). In addition, there was a moderate positive correlation (r=0.33, p less than 0.01) between the amount of peer reviewing students did and their performance on the final exam. This correlation was substantially reduced (r=0.13, p less than 0.20) when rate of progress was partialed out. Thus, overall, students who progressed more rapidly through the course did more peer reviewing and learned more as measured by final exam performance. Interestingly, there were students who showed good learning without much participation in course related behaviors such as completing unit tests and peer reviewing. It is concluded that the CAPSI instructional program provides a good learning environment for students who utilize its components but it also accommodates other learning styles. In addition, there may be a distinction between students who complete all assigned units and those who do not regardless of their tendencies to procrastinate.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: Author
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2008
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ795996
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ795996
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1016/j.compedu.2007.09.002
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 829
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Pacing
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
    Titles:
      – TitleFull: Performance Measures in Courses Using Computer-Aided Personalized System of Instruction
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Springer, C. R.
      – PersonEntity:
          Name:
            NameFull: Pear, J. J.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2008
          Identifiers:
            – Type: issn-print
              Value: 0360-1315
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Computers & Education
              Type: main
ResultId 1