Date of Award

1995

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Michael F. Burnett

Abstract

The purpose of the study was to investigate the effects of the CAI design features--metacognitive advice and control of instructional sequence upon student achievement and attitude toward the instructional program and content. The topic of the CAI was designing comparative research to control threats to internal validity. Four versions of the CAI were created based upon the combinations of the bi-level independent variables--metacognitive advice and control of instructional sequence. The participants of the study were graduate students from four departments at Louisiana State University. The independent variables were metacognitive advice, control of instructional sequence, and the participant's self-directed learning readiness level. The dependent variables were posttest achievement and attitude toward the instructional program and content. The study had four objectives and five hypotheses. The treatment variables metacognitive advice and control of instructional sequence had no effect upon posttest achievement. However, the researcher found that the participants' self-directed learning readiness was important. First, when the participants had control of the instructional sequence, the higher self-directed learning readiness participants had higher achievement than the lower level participants. Second, for the lower level self-directed learning readiness participants, the participants with program control of instructional sequence had higher achievement than the participants with learner control of instructional sequence. Regarding the attitude toward the instructional program and content, there were no differences in attitude among the participants who used the four different versions of the CAI. The participant's problem solving ability and prior knowledge of content were used as covariates and were significant in the analyses. This, along with the finding that self-directed learning readiness is important with achievement in learner control of instruction, indicates that personal characteristics are an important factor in having control of CAI.

Pages

141

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