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Paul W. Grimes, Patricia L. Sanderson, & Geok H. Ching
Journal of Educational Computing
Research, Vol 16 No 1, 1997, p. 65-81
Principles of Economics students at Mississippi State University were
provided the opportunity to use computer assisted instruction (CAI) as a
supplemental study activity. Students were free to choose the extent of
their computer work. Throughout the course, weekly surveys were conducted
to monitor the time each student spent with their textbook, computerized
tutorials, workbook, class notes, and study groups. The surveys indicated
that only a minority of the students actively pursued CAI. Probit and OLS
models were estimated to identify the factors which determined the probability
of computer use and the mean weekly time spent in CAI. The results indicated
that black students spent significantly less time engaged in CAI but older
students spent more time with the computer. Students with greater physical
access to computers and students who had taken a formal course in computer
operations spent more time each week in CAI. Further, students who highly
rated the importance of CAI to their learning were more likely to be computer
users and spend more time on task. The impact of CAI on student performance
was estimated within the context of a "treatment effects" model
which controlled for the self-selection of students into two categories
of computer users. The results indicated that CAI did significantly improve
end-of-course test performance, holding all else constant. Given the negligible
use of CAI, the authors conclude that students failed to perceive the expected
return to computer time or were willing to bear the opportunity cost of
pursuing other study activities.
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