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Eachexperimentalgroupwasgiveeerbeihelecture-disiputer-assistedinstrusessionsasoutlihedesignandproceduresofthestudy.Meansdgesfromeachroupsarepreseable1.4，asoftheanalysisofvariaarereportedinTable1.5.
&ScoresofdExperimentalGroups
Table1.5AnalysisofVarianceforDifferengdTreatmentGroupScores
TheFvalueof9.29，reportedinTable1.5，indicatedasignifitdiffereneaheScheffetestwasusedtoisolatemorespecificallywherethosedifferencesoccurred.TherewasasignifitdifferehetrolgroupaheCAIgroups.Therewasnotasignifitdifferendbetwees.Theteststhetrolgrherthareatmentgroup.
APearsoioof-.016indiosignifitrelatioimespentwiththemiputer-assistedinstrudtestscoresofstudents.
Dis
Ourfirsthypothesis，thattherewouldbenosignifitdifferenggroupmeanscores，wasrejected.However，oursedhypothesis，thattherewouldbenosignifitrelatioheamouilizedbythestudentswithmiputerassistedinstrudstudescores，wased.
Thefollowingsaresubjecttothesandlimitationsofthisstudy:（a）thelecture-disapproachwasmoreeffethemiputerinstruteagtheappliofprindcepts;（b）experiehemiputerhadestscores，soitappearsthatthemiputerassistedlearningmoduleswereaseasyfiouseasfortheielevelusers;aoftimespentbystudehemiputerassistedinstrudidnotsignifitlyaffecttheirsgiveoselecttheamou.
Theinfluenceofpriorexperiehesubjectmatterwasexamiected，thereositivecorrelatioweenexperieudentscores.However，therewasnotasignifitdifferenceforpriorexperieweenGroupAaGroupsBandC.Therefore，itdoespriorexperiehsubjectmatterwasagvariableinthisstudy.
Thefindingsihelecture-disethodofteagwasmoreeffethemiputer-assistedteteagtheprindceptspresehesdescribed.Givesinthemiputergroupsspehasirolgroup.Studerolgrhtduringregularhourswhilethetreatmentgroupsparticipatedduringlaboratorytime.
&udiesiudentsusingCAIhavegenerallyperformedaswellorbetterthasuionalinstrupliisthatthedifferenperformandinthisstudyshouldbecarefullyevaluated.ThefindingsmighthavebeeifallstudentshadspentaminimumofftheputerprograAdditionalstudiesshouldparegroupsusingamixoftraditionalinstruddshroupstospendaspecifieontask.Thegefriculturaleducatorsistobetterutilizethecapabilitiesofmiputerassistedinstruthelearninge.
References
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Caldwell，R.M.（1980）.Aparisonofusingputer-basededutoteachliteraumeracyskillstooirolledinprogramsofadultbasicedu（ERIeionServio.ED194721）.
Campbell，D.T.，&Stanley，J.C.（1963）.Experimentalaaldesignsforresearch.ally.
Ellis，J.A.（1978）.Aparativeevaluationofanagedandinstruaru（ERIeionServio.ED165705）.
Foster，R.，&Kleene，M.（1982）.Opportuhputerassistedinstru.TheAgriculturalEduagazine，54（7），12-14.
Gubser，l.（1980）.Schoolsofedueforrevolution（ERIeionServio.ED195524）.
Hickey，A.E.（1968）.puter-assistedinstru;Asurveyoftheliterature.，MA:ENTELEK.
Hinton，J.R.（1980）.IndividualizedlearningusingmiputerCAI（ERIeionServio.ED196409）.
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Ray，A.S.（Ed.）.（1982）.SASuser’sguide:Statistics.stitute.
Rohrba.F.（1983）.MiputeruseinteaggraduatestudentsinagriculturaledupublisheddoctoraldissertatioyofMissouri-bia.
Schmidt，J.R.（1982）.puterutilizatioinstruatthelandgray.UnpublishedmanusorthputerInstitute，Madison.
Activity1-1:Whathaveyouobserved?
&hereseariputersahefollowiions.
1.Arethereanymajorseshavingnoheading?
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2.Whatkindofinformationdoeseachmajorsetain?Doanymajorseorethanonekindofinformation?Whatarethey?
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3.HowdoestheformatofthisreportparewiththegeneralmodelinFigure1.1?
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Activity1-2:Writeoutthepos
Lookbackatthereseariputersinteag.Determiheresearchquestiohesisaeraturereviewpart.Themwritethemoutinthefollo>
1.ResearchQuestion:____________________________________________________
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2.Hypotheses:__________________________________________________________
___________________________________________________________________
3.LiteratureReview:___________________________________________________
___________________________________________________________________
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