A Review Study of The Effectiveness of Computer-Assisted Instruction in Teaching and Learning

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A REVIEW STUDY OF THE EFFECTIVENESS OF COMPUTER- ASSISTED

INSTRUCTION IN TEACHING AND LEARNING
Article · January 2023
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Educational Resurgence Journal Vol. 5, Issue 2, Jan 2023 e-ISSN 2581-9100
ISI Indexed (0.659) SJIF- 5.811, https://coed.dypvp.edu.in/educational-resurgence-journal/
A REVIEW STUDY OF THE EFFECTIVENESS OF COMPUTER-

ASSISTED INSTRUCTION IN TEACHING AND LEARNING
Dr. Pratima Mishra
Asst. Professor
Dr. D. Y. Patil College of Education, Pimpri, Pune
----------------------------------------------------------------------------------------------------------------
ABSTRACT: Computer-assisted instruction Enhance the existing Teaching and learning
process. In fact, Technology has become an integral part of sustaining society & its infusion
with education is inevitable. CAI is one of the most popular uses of Technology in the
education system. It provides individualized & self-paced instructions to the learners in
classroom situations. It is used to present the instructional material automatically to the
learners. CAI is an instructional method that uses a computer to present the instructional
material, track learning & direct the user to meet his or her individual needs. It allows
learners to progress at their own pace & work individually. It provides immediate
understanding & feedback to the students. If the answer is not correct, the program indicates
to read the frame again & make a choice again. However, we need teachers and they are not
to be eliminated from the "teaching and learning process". But the review of related research
has shown the importance of CAI.
Keywords: Computer-assisted instruction, teaching and learning process, achievement,

Traditional teaching method.
Received- 29/12/2022, Accepted - large classes, heterogeneous classes with

06/01/2023, Published Date-30/01/2023 individual differences, lack of Textbooks
& source materials, etc. These problems
Introduction
have made the present education system
The main aim of education is to preserve, highly group-oriented. Normally a class of
transmit & advance knowledge. In the 100-120 pupils is grouped together &
past, this aim was achieved with the help taught by traditional method irrespective
of Teachers, books & some Audio-Video of their individual differences.
aids. But a number of problems were
Moreover, due to the information
encountered in the promotion of
explosion, the objective of education has
Education. These include the problem of
73
Educational Resurgence Journal © 2023| Published by Dr D. Y. Patil College of Education (B.Ed. & M.Ed.) Pimpri Pune, India
become multi-dimensional. It is difficult to present an instructional program to the

achieve those objectives by using the learner through an interactive process on
Lecture Method only. There is a need for the computer. It is an instructional
some flexible methods of Teaching. technique in which the computer instructs
the students and the computer contains a
The solution to these problems can only be
stored instructional program designed to
tackled by the use of Technology in the
inform, guide, control, and test the
education system. Technology has the
students until prescribing the level of
ability to enhance relationships between
proficiency is reached.
Teachers & students. It helps &makes
Teaching & Learning more meaningful & In CAI, ideally, as learners embark upon a
effective. Technology also helps students course of instruction, the computer
to score good marks in Academics. assesses their initial competence and
diagnoses their difficulties if any. The
Our senses –eyes, ears, tongue, nose &
assessment and diagnosis are continued at
skin are gateways to knowledge. We
every step in the teaching-learning process.
acquire all knowledge through instruction.
With the versatile computerized program
The senses are used for instruction. The
instruction, the learners are enabled to
more the senses are used, the better the
individually proceed with performance.
instruction. Most of the experiences are
Similarly, instruction proceeds on the basis
gained through eyes and ears. The
of:
materials that are used for imperative
information are audio-video aids and 1) Each learner’s achievement at every
multimedia presentations. Instructional stage
materials are used to enable the learner to
2) Available instructional alternatives and
achieve the learning objective effectively
& interestingly. 3) Set criteria of competence.
Briggs (1970) defines instructional media Also, when a learner is working on a
broadly as all means through which stimuli problem that may be of interest to the rest
are presented to provide the events of of the class, the teacher can broadcast the
instruction. Computer Assisted Instruction learner’s display screen to every other
(CAI) is an automatic instructional workstation in the network. This
technique in which a computer is used to development and interaction between
74
learners meet the objection of those who address student needs. CAI is a type of
complain of computer-obstructed educational program designed to serve as a
education. Their objection was the teaching tool. By Abbreviation, it is
individualized nature of CAI did not computer Assisted Instruction. It can be
enable learners to work together in social immensely useful in providing
situations, interact, learn from teaching, individualized, repetitive, or analogous
and examine one another. The tendency practice to learners in problem-solving
nowadays is for each pupil to work on exercises as well as activities for
her/his own at a workstation without being developing varieties of skills. Here the
networked. Even with this arrangement, it learner interior with the computer rather
is still possible for the children to interact than with the text besides proceedings at
with one another. his own pace. It is a flexible as well as a
powerful device that can cater to these
The usage of computers as a tool 1n the
needs by storing processing and retrieving
teaching and learning process is known as
information. The format can be from a
Computer-Aided Instruction (CAI). With a
simple program to teach typing to a
little difference, the following terms can be
Complex system that uses the latest
used to refer to CAI. Computer Based
technology that teaches a new keyhole
Learning (CBL) and Computer Aided
surgery. CAI draws on knowledge from
Teaching (CAT). Computer Based
the field of learning, cognition, and
Training (CBT) which is used mainly to
human-computer interaction.
train the trainers in selected areas to
improve their skills. Computer Managed The concept of CAI is not new. According
Instruction (CMI) is used to provide to Wang and Sleiman (1993), the origin of
educational support in testing diagnosis CAI can be traced back to the invention of
and record keeping. Intelligent Tutoring small multiple-choice items scoring the
Systems (ITS) are used to enhance the machine by Sydney L. Pressy in 1924 and
capabilities of CAI systems to enrich the B.F. Skinners’ work to improve and
student's understanding. expand the concept of Programmed
Instruction started in late 1960. The first
CAI as the name suggest is the use of a
true CAI system, the “IBM Inquiry
computer to provide instruction. It refers
Station” was developed at IBM by the
to the application of computer software to
Teaching Machine Project” in late 1950.
75
Two major developments occurred in early Henry Ellington, Fred Percival & Phil
1960. The IBM 1500 and PLATO were Race defines CAI as, “use of computer is
developed. These were developed an integral part of an instructional system,
specifically for CAI and both greatly the learner generally engaging in Two-way
contributed to its development. The Greek interaction with the computer via a
philosopher Socrates is also said to be the terminal.”
first programmer who developed the
Computer Assisted Instruction (CAI) has
program in geometry which was recorded
been proving an effective medium of
by his recipes to Plato in the dialogue
education in advanced countries for formal
Mano.
and non-formal education at all levels. The
Types of computer-assisted instruction use of computers in the classroom has
boomed since the 1980s but studies within
There are many types of computer-assisted
the past 15-20 years have focused on the
programs. Each of the CAI programs is
relationship between CAI and academic
appropriate under different instructional
achievement in many different subject
circumstances But with the advancement
areas. A number of studies have been
of Computer technology and software no
carried out to find the effectiveness of CAI
type of CA I solely associated with the
at different levels.
specific learning theory. Geiser and Futrell
(1995), Johnson and Willis (1997), and Yudhister (2015) studied on Development
bitter and Pierson (1999) have mentioned and validation of multimedia packages for
and explained the following types of CAI: teaching economics and its effect on the
learning outcomes of senior secondary
• Drill and practice
students. The objectives of the study were,
• Tutorials to develop and validate the multimedia
• Instructional games package for teaching Economics to

students of senior secondary school taking
• Simulation
into account their background and
• Microcomputer-based Laboratories instructional needs. To construct an
achievement test in Economics for senior
• Integrated learning system
secondary school students. To develop an
• Problem-solving and
opinionnaire to seek the opinion of
76
teachers about the effectiveness of the Achievement test in Economics to measure

multimedia package. To acquaint the learning outcomes. It has been accepted
students with selected units with the help that the achievement of students is affected
of a multimedia package. To compare the by their intelligence. That is why
mean achievement test scores of two intelligence is the most common variable
groups of students taught Economics with studied with achievement. Different
and without multimedia package before research studies have shown a positive
the experimental treatment. To compare relationship between intelligence and
the mean achievement test scores of two achievement. So to study the effect of the
groups of students taught Economics with multimedia package, the investigator
and without multimedia package after the equated two groups on the basis of
experimental treatment. To assess the intelligence. There are various tests to
effectiveness of the multimedia package measure intelligence viz. Bhatia Battery
and compare pre and post-test mean Performance test of intelligence, Cattel’s
achievement scores of students of culture fair intelligence test. Indian
experimental and control groups taught adoption of Binet Simon Scale, Jalota
Economics by using the conventional group test of Intelligence, Mehrotra Mixed
method and multimedia package. To type group test, R.K. Tandon’s group test
compare the mean gain achievement of Intelligence, Ahuja Group Test of
scores of two groups of students taught Intelligence, Raven’s Coloured
Economics with and without the Progressive Matrices, Sansanwal, D.N and
multimedia package. different tools related Joshi Anuradha – Test of Higher Mental
to different variables were used by the Abilities in science. The investigator
investigator. The investigator used two selected Mehrotra’s Mixed Type Group
standardized tests (i) Mixed type group test Test of Intelligence (Verbal &Nonverbal)
of intelligence by Mehrotra and (ii) a (Appendix-A) Description of the Test This
Socio-Economics status scale by test is a standardized test that has been
Ultrashort. The investigator developed the constructed on the lines of the Wechsler
following tools himself. (i) multimedia Bellevue scale of Intelligence and is used
package for teaching Economics (ii) on school-going pupils between 11 to 17
Opinionated to seek the opinion of experts years. The test has ten sub-tests – five each
about the multimedia package. (iii) in verbal and nonverbal tests. All these
77
sub-tests are saturated with the g-factor. students. 6)The findings of the present
The sub-tests are as under; A Verbal Tests study are also supported by the studies
B Non-Verbal Test 1. Analogy Test 2. conducted by Morningstar (1968), Kock
Number Series Test 3. Arrangement Test (1973), Magidson (1978), Robert (1988),
4. Classification Test 5. Vocabulary Test Najjar (1996), Villamil& Molina (1998),
6. Digit Symbol Test 7. Reasoning Test 8. Wang and Slemar (1999), Munir, McCrea
Part-fitting Test and other (2000), Urdan and Weggen
(2000), Lachs (2000), Mishra (2003), Low
The Findings of the study were
et al (2003), who also found that teaching-
1)Information and communication
learning process by multimedia is more
technology have been playing a very
effective. Harper & Hedberg (1997), Sims
important role in the present scenario. The
(1998), and Shinde (2003) have shown that
impact of ICT on education and especially
an interactive learning environment can
in classroom teaching has increased during
generate effective instruction and learning.
the last ten years. 2)The use of computers,
The studies conducted by Ahmed (2013)
projectors, the internet, web-designed
Khushnir, Munzhula&Volka (2013),
programs, CD-ROMs, etc. has been
Adeyemi (2012) Abdallah (2012), Semra
increasing day by day among teachers and
(2012), Bindal&Sharam (2013) have also
students. 3)These technologies not only
found that computer-assisted instruction
enhance students’ performance but they
and web-based multimedia programs have
help the students to be more interactive
been effective as compared to the
and engaged and get immediate feedback.
conventional method of teaching.
The effectiveness of multimedia packages
over the traditional method has been Mahajan and Gourav(2014) studied on
established through various research. Effect of computer-assisted instruction on
4)The purpose of the present study was to achievement in economics in relation to
ascertain the effectiveness of multimedia attitude towards technology and style of
packages for teaching Economics to learning and thinking The objectives of the
students of 10+1 class. 5)The findings of study were: To develop and validate
the study revealed that the use of the Computer Assisted Instruction (CAI) units
multimedia package is more effective as for teaching Economics at XI level. To
compared to the conventional method of compare the effect of Computer Assisted
teaching to enhance the achievement of the Instruction (CAI) as against the
78
Conventional Teaching Method (CTM) in instructional strategies (CAI & CTM),

terms of achievement in Economics. To attitude towards technology, and style of
study the difference between mean learning and thinking on achievement in
achievement scores of students in Economics. The results of the study were
Economics with respect to their attitude 1. The students taught through the
towards technology. To study the conventional teaching method were found
difference between mean achievement to be high achievers as compared to those
scores of students in Economics in relation who were taught through CAI. 2. The
to the style of learning and thinking. To attitude towards technology did not affect
study whether there is significant the achievement of students in Economics.
interaction among instructional strategies, 3. Style of learning and thinking did not
attitude towards technology, and style of account for any variation in the
learning and thinking. The research aimed achievement of students in Economics. 4.
to study the effect of computer-assisted No significant interaction was found
instruction (CAI) on achievement in between instructional strategies and
Economics in relation to attitude towards attitude toward technology. 5. No
technology and style of learning and significant interaction was found between
thinking. To fulfil this purpose the Pre-test instructional strategies and style of
and Post-test Control Group experimental learning and thinking. 6. There was a
designs were used. The control group was significant interaction among instructional
taught with the conventional teaching strategies, attitude towards technology, and
method (CTM) whereas the experimental style of learning and thinking.
group was exposed to computer-assisted
Dhamija and Kumari (2016) found the
instruction (CAI). The instructional
effect of Computer Assisted Instructional
strategies i.e. CTM and CAI were the
(CAI) and Lecture Methods of teaching on
independent variables while achievement
the performance of IX class students in
in Economics was the dependent variable.
Mathematics. The significance of
The classifying variables were attitude
academic achievement scores for the
towards technology and style of learning
experimental group (using CAI) and
and thinking (SOLAT). A 2x2x3 factorial
control group (using the lecture method)
design was used in the present research to
were examined in this study. A Pre-test -
study the effect of three factors i.e
Post-test control group experimental
79
design was used on forty-five students of frequently used as an intervention with

IX class. The results showed that the promising results. MobyMax, a CAI
experimental group was significantly application was used in this study. This
higher than the control group in the study used two groups and a pre-test/post-
academic achievement of students in test to compare student achievement
Mathematics. Findings supported the scores. The control group (n=28) received
experimental group (CAI) where students traditional Direct Instruction (DI) and the
performed better than the control group treatment group (n=29) received CAI
(lecture method) in Mathematics. through MobyMax. Independent sample t-
tests were completed to determine the
Brenda (2016) found out the Impact of
difference in student achievement scores.
Computer Assisted Instruction on
The results suggest the use of MobyMax
Achievement in Seventh Grade
increased student achievement compared
Mathematics, the middle school was
to those who received traditional DI.
composed of seventh and eighth grades
Future research could examine the use of
with approximately thousand hundred and
MobyMax with other populations.
ninety-four students (School, 2015). Fifty-
seven seventh-grade students were Akcay (2016) determines the effect of
recruited from two math classes. There computer-assisted instruction while
were 34 females and 25 males. One class teaching the subject seasons to preschool
had 17 females and 11 males while the students on academic success. The sample
other had 16 females and 13 males. All of the study consists of 86 children from
participants had similar achievements and the nursery classes of private and official
abilities. Eighty-one percent of the pre-test and post-test and Module Tests
participants were Hispanic, eight percent applied after finishing the subject every
of the students were Caucasian, six percent week. The collected data is calculated with
were African American, three percent were SPSS 16.0, and descriptive statistics and
Asian and two percent were Arabic. The independent t-tests are used in the analysis
age range of the participants was from of the data. In the light of the obtained
twelve to thirteen years old. To increase data, it is determined that the academic
these skills, an effective and easy-to- success of the group in which computer-
implement intervention is sought. assisted instruction has been improved,
Computer Assisted Instruction (CAI) is and traditional instruction has been
80
applied, there is no difference between the those taught without CAI, and also the
success of the school boys or girls. result shows that the use of CAI in
teaching Economics is not significantly
Adeniyi and Yusuf(2016) investigated the
affected by school location. This study
effects of Computer Assisted Instruction
examined the Effect of Computer Assisted
on the Independent Learning Skills of
Instruction (CAI) on Students’
Economics Students in Secondary Schools
Performance in Economics in Senior
in Kaduna State. ICT is an information-
Secondary Schools in Ekiti State, Nigeria.
handling tool used for producing,
(2015) The study was conducted with four
processing, distributing exchanging, and
research objectives and four research
storing information. Computer Assisted
questions were asked while four null
Instruction (CAI) is an ICT-Driven
hypotheses were formulated and tested at p
Instructional technique in which a
< 0.05. Literature that is related to the
computer system is used as instructional
study was also reviewed. This study was
material and the teacher monitors, the
conducted in the public Senior Secondary
learning that takes place. The objective of
Schools in Ekiti State. Specifically,
the study among others was to determine
students of SSS II in Government Science
the rate at which independent learning
College Iyin-Ekiti, Community High
skills acquisition could be enhanced
School Iyemero-Ekiti, Government
among Economics students taught with the
College Oye-Ekiti, and Ijaloke Grammar
use of Computer Assisted Instruction and
School Emure-Ekiti with a population of
those taught with the conventional method
195, using a quasi-experimental design.
of teaching. Hypotheses were drawn from
The bio-data of the respondents reanalysed
the objectives of the study. The research
with the use of frequency and percentage
design was the two-by-two pre-test post-
while the mean and standard deviation was
test quasi-experimental control group
used to answer the four research
design. The targeted populations were the
questions.1. To examine whether the
twenty-three thousand four hundred and
introduction of Computer Assisted
sixty Public Senior Secondary two (SS2)
Instruction (CAI) into secondary school
students in twelve educational zones of
classroom would improve students’
Kaduna State. The results amongst others
performance in economic2. To ascertain
revealed that students taught with the use
the effect of computer-assisted instruction
of CAI performed significantly better than
81
on secondary school student’s achievement global relevance as the world is becoming

in economics.3. To ascertain whether a global village of learning.
company assistants make students lazy4.
Alasoluyi (2015) examined the effect of
To ascertain the relationship between
Computer Assisted Instruction (CAI) in
computer-assisted instruction and teacher’s
Nigeria. The study was conducted with
instruction in the teaching of economics.1)
four research objectives and four research
Findings from this study would encourage
questions were asked while four null
the use of Computer Assisted Instruction
hypotheses were formulated and tested at p
(CAI) in the teaching of economics at the
< 0.05. Literatures that are related to the
secondary school level for improved
study were also reviewed. This study was
students’ achievement in the subject.
conducted in the public Senior Secondary
2)The information provided in this study
Schools in Ekiti State. Specifically,
would also encourage the introduction of
students of SSS II in Government Science
computer tablets into other public
College Iyin-Ekiti, Community High
secondary schools in the state by the state
School Iyemero-Ekiti, Government
government for general improvement in
College Oye-Ekiti, and Ijaloke Grammar
students’ achievement in economics and
School EmureEkiti with a population of
other subjects.3) It is also expected that the
195, using a quasi-experimental design.
result would promote the introduction of
The bio-data of the respondents reanalysed
computer-assisted instruction into private
with the use of frequency and percentage
secondary schools in the state by their
while the mean and standard deviation was
respective stakeholders.4)The result of the
used to answer the four research questions.
study would also promote the use of and
All four null hypotheses were tested at a
development of skills in computer
0.05% level of significance using a t-test.
operations by such students taught with
A t-test of an independent sample was
Computer Assisted Instruction (CAI). A
used to compare the performance of
further significance of the study is that its
students taught using the Computer
result would build such students’ capacity
Assisted Instruction (CAI) method with
and empower them in the technological
the performance of the group taught using
world which would assist them in future
only the traditional method. The findings
learning and general development and
of the study among others revealed a
significant difference in the post-test
82
performance scores of students taught using t-test statistics. The results show that
Economics with the use of computer- in the computer-assisted instructions the
assisted instruction when compared with students retained the concepts for a long
those taught using the traditional method period of time as compared to the
of instruction; there was no significant traditional lecture method.
difference in the performance of male and
Furo (2015) investigated the effort of
female students taught Economics with the
computer-assisted instruction (CAI) and
use of computer-assisted instruction. The
equilibrium in Port Harcourt, Nigeria. Pre-
first, third, and fourth null hypotheses
test-post-test, control group quasi-
were rejected because the t-value was
experimental design study involving a
more than the p-value and the second null
2x2x2 factorial matrix was adopted. A
hypotheses were retained as the t-value
purposive sampling technique was used to
was less than the p-value. The study
select 40 senior secondary two private
concluded that students perform better and
schools in Port Harcourt Two valid and
score higher in Economics given tests
reliable instruments of twenty-five 25
when taught using CAI enhanced method.
items, chemical equilibrium students (p=
Vinita and Bansal (2015) determined the 0.83) and interest scale towards. The
retention effect of computer-assisted chemistry achievement test computer and
research including the structure of Atom, assisted instruction package (p=.724) were
Air and carbon units of 8th-grade chemistry used for data collection. Three null
lessons. In this research 80 students were hypotheses were generated and tested at a
structured as both control and experiment 0.05 level of significance. Data were
groups. The traditional instruction (TI) analyzed using Analysis for Co Variance
method is used for the control group while (ANCOVA). While the Sidak post hoc test
traditional instruction with the teacher- was used to explain the direction of
supervised CAI method is used for the significance between the groups. There
experiment group. The chemistry subject was a significant difference in the
test was applied as a pre-test and post-test performance of the experimental and
to both groups. To check the retention a control group after (F(l,39)=11.015, p
delayed post-test (Retention test) was
Smith and Hardman (2014) found out the
administered 1 month after the post-test.
impact of computer immersion on the
The results of students were analyzed
83
performance of school leavers Senior Ahiatrogah et al., (2013) compared

Certificate mathematics scores were the effects of Computer Assisted
investigated across 31 schools in the Instruction (CAI) on the achievement of
EMDC East education district of Cape Junior High School (J.H.S) students in
Town, South Africa by comparing Pyrotechnical skills after exposing them to
performance between two groups: a CAI and the traditional methods of
control and an experimental group. The instruction. The theoretical framework for
experimental group (14 high schools) had the study is that people learn most things
access to computers since 2001 while the better through the construction of
control schools received computers computer games or multimedia
between 2006 and early 2007. That is, the composition rather than through traditional
experimental schools could be expected to methods of directly teaching content. The
be more immersed in computer technology study involved 59 students from two
than the control schools. Findings schools in Kumasi Metropolis. Twenty-
indicated that there was no significant eight of the students formed the CAI group
difference between the final Senior while 31 formed the traditional group. A
Certificate mathematics results of the quasi-experimental design was used for the
schools with the computers and those study. Structured pre-test and post0.74 and
without; no significant change in the 0.75 respectively were used to collect data.
results after the Khanya labs were The data was analyzed using Predictive
installed; no significant change in the Analysis Software (PASW) version 18.
percentage of pupils that passed Senior The study revealed that the CAI group
Certificate Mathematics; and no significant performed better than the traditional
change in Higher Grade Maths enrolment method of the instruction group. However,
rates. This f schools as a potential panacea there was no statistically significant
for mathematical failure in our context. difference between the achievement’s
Recommendations for further qualitative levels of the two groups. Technology is
work to provide a more nuanced picture of becoming more and more dominant in our
computer users should be made. Jagannath society. Everyday upgrades are being
(2013) found out the effectiveness of made new innovations are being
Computer-Assisted Instruction. discovered. Technology is all around us
whether we want it to be or not it is it is
84
the vehicles with drive it can be found in slow learners, low achievers, and wanders
our homes and can even be found in the as per their needs. Through computer
Ice cream parlor. Every place we look simulation, students had the chance to
there it's some type of technology. conduct real experiments and see physical
Technology has impacted our schools. facts, which can only be investigated in
There are those who do not agree, though laboratory settings. Computer Assisted
that Technology has impacted our schools Instruction is found to be feasible and
and colleges. Eric Gormly writes, “In fact, applicable to teaching. CAI proved to be
many theoristspoint out the overall impact reducing the burden on the student as well
of technology on education has been quite as the teacher.
Yes, there are some schools that are not as
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Citation of this article:
Pratima Mishra. (2023). A REVIEW STUDY OF THE EFFECTIVENESS OF COMPUTER-

ASSISTED INSTRUCTION IN TEACHING AND LEARNING.
https://doi.org/10.5281/zenodo.7559699
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A REVIEW STUDY OF THE EFFECTIVENESS OF COMPUTER-

Keywords: Computer-assisted instruction, teaching and learning process, achievement,

Received- 29/12/2022, Accepted - large classes, heterogeneous classes with

become multi-dimensional. It is difficult to present an instructional program to the

Briggs (1970) defines instructional media Also, when a learner is working on a

instruction. Computer Assisted Instruction learner’s display screen to every other

(CAI) is an automatic instructional workstation in the network. This

technique in which a computer is used to development and interaction between

• Instructional games package for teaching Economics to

teachers about the effectiveness of the Achievement test in Economics to measure

Conventional Teaching Method (CTM) in instructional strategies (CAI & CTM),

design was used on forty-five students of frequently used as an intervention with

on secondary school student’s achievement global relevance as the world is becoming

performance of school leavers Senior Ahiatrogah et al., (2013) compared

in them. It finds it fascinating that so much Educational Technology. Englewood, CO:

classrooms. 2. B. F. Skinner, Teaching machines, in A.

Conclusion Lumsdaine and R.Glaser (eds.), Teaching

individualization, self-pacing, and Mathematical Theory of Communication.

through this kind of CAI affects more 1949.

Machinesand Programmed Learning: A 12. D. Porter, A report on instructional

8. M. J. Hannafin, and K. L. Peck, The 15. A. Barron and M. Kysilka, The

9. A. Paivio, Mental Representations: A 16. C. McCormack and D. Jones, Building

19. Bonk and Cummings, 1998. Web-based pedagogical agent? Using

34. B. L. Mann, P. Newhouse, J. Pagram, Computer-Aided Instruction. Available

35. P. Geisert, and M. Futrell, Teachers, www.bbc.co.uk,

38. E. Dale, Audio-Visual Methods in

Citation of this article:

Pratima Mishra. (2023). A REVIEW STUDY OF THE EFFECTIVENESS OF COMPUTER-

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