The purpose of the study was to explore the effects of review sessions on student achievement and retention in a computer applications course taught by televised distance learning and traditional instruction. Identified within the study were method of instruction, review, and grades in televised and traditional computer applications courses. A quasi-experimental design was used to measure the effects of review sessions on student achievement and retention in computer applications classes. Intact classes were used to form the 4 groups used in this study. Randomization was limited to choices students made in registering for the classes. The control groups for this study consisted of those students enrolled in traditional and telecourse computer applications during the Fall 1995 and Spring 1996 semesters for a total of 137 students. These students received no review sessions as part of their instruction. The experimental groups were formed by those students enrolled in the traditional and telecourse computer applications during the Fall 1996 semester for a total of 102 students. These students received review sessions as part of their instruction. Findings indicated that method of instruction does not provide significant differences in terms of grades and retention between the telecourse and traditional classes. Results indicated that there were significant differences in terms of review on grades with telecourse and traditional classes. Student responses indicated that review sessions were helpful. Recommendations were made for improved efforts to enhance strategies in traditional and distance learning and for continued research in traditional and distance learning.
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Doctor of Education (Ed.D.)
College of Engineering
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Masters Thesis (Open Access)
Bourke, Carol Odette, "Telecourse and traditional computer applications : exploring the impact of review sessions" (1997). Retrospective Theses and Dissertations. 2619.