A comparison study of computer -assisted instruction using interactive software versus traditional instruction in a college macroeconomics course

The purpose of this study was to determine if community college students using computer assisted, interactive, contextual, economic software in the classroom, in conjunction with the traditional classroom lecture, would attain different achievement and understanding test scores and have an increase in their attitude (liking) of the subject when compared to the achievement, understanding, and attitude scores of students who were taught the same course in the traditional lecture manner. The participants in this study were students at the Community College of Philadelphia. The study was undertaken during the Spring, 1998, semester and was supported by a grant from the Pew Foundation. The Computer Class and the Control Class were regularly scheduled daytime sections that met three days a week. Both sections were taught the same course by the take notes. Students in the Computer Class were taught in a classroom equipped with an individual computer for each student. The students in the Computer Class were able to follow the outline of the lecture on their computer, and they could access all of the pertinent issues and elements of each lecture topic for further clarification and description as the lecture was being delivered.;The analysis of the achievement and understanding test scores showed there was not a statistically significant difference between the methods of learning. The analysis of the attitude measures showed both classes had a positive attitude toward economics. The students in the Computer Class expressed a strong liking for using computers in the classroom, and they appeared to have more favorable attitudes about economics than the Control Class.;Suggestions are offered regarding additional research needed in this topic.