Abstract
Purpose. The purpose of this research was to determine whether low-/below-average-skilled high school sophomore students improved or declined in their writing skills after one semester of computer-assisted instruction (CAI). Furthermore, of those who improved their writing skills, whether they were able to transfer those skills to a noncomputer setting. Significant differences between Subject Groups, and between students whose writing skills improved/declined within Subject Groups regarding student gender, ethnicity, and learning style preferences were examined. Methodology. The research design was true experimental using a systematically random participant selection process. The Comprehensive Test of Basic Skills (CTBS) and essay questions provided in the test preparation book for the General Education Diploma (GED) were the assessment instruments. Student learning style preferences were identified through the computerized version of the Learning Style Inventory (LSI-C) developed by Dunn, Dunn, and Price (1991). An Analysis Of Variance (ANOVA) followed by an ANOVA With Repeated Measures to assess the change in mean scores over time were the statistical measures used. Findings. (1) Computer-assisted instruction (CAI), i.e., computer-based training (CBT) and computer-based training/audio-interactive touch screen (CBT/AITS) greatly aided females over males in essay writing skills, while CAI aided males over females in objective writing skills. Without any CAI, females perform much better than males in objective writing skills and slightly better than males in essay writing skills. (2) Students receiving CAI during the Fall semester, 1991, and manifesting a preference for "sociological needs" improved their writing skills, while their Control Group counterparts declined in objective skills. (3) CBT/AITS students preferring "late morning" or "afternoon" improved their objective skills while those students not having those preferences saw their objective skills decline. (4) All students who significantly improved after one semester transferred their writing skills to a noncomputer setting. Recommendations. (1) Add CAI for the entire school year to the format used in the present study. (2) Use larger student samples to avoid the possibility of skewed results. (3) Enlarge the number of variables and subject studied. (4) Include educational settings tailored to the students' learning preferences.