The Effects of Computer-Assisted Learning-Strategy Training on the Achievement of Learning Objectives.

This study was designed to determine the effectiveness of using computer-delivery for specific learning-strategy training with undergraduate students. Two learning-strategy tutorials were developed to introduce 60 students enrolled in introductory computing courses at Old Dominion University in southwestern Virginia to microcomputer components. Both tutorials covered the same content, but one addressed comprehension-directed strategies and the other memory-directed strategies. Students in the two treatment groups and a control group completed two delayed and separately administered tests, one requiring cued recall and the other recognition. Results of analyses of the data indicate that the group mean scores for the treatment groups were significantly higher than the control group mean scores on the cued-recall test; however, the mean scores of the two treatment groups were not significantly different on this test. The group mean scores of subjects receiving comprehension-directed strategy training were significantly higher than the scores for the memory-directed group on the recognition test, and the scores of both experimental groups were significantly higher than those of the control group. It is suggested that the memory-directed strategies will enhance learning in cases where memorization of basic vocabulary is required, whereas comprehension-directed strategies will enhance rule-learning and problem-solving. (27 references) (BBM)