Faculty of Education - Theses

Permanent URI for this collection

http://hdl.handle.net/11343/162

Filters

1974 - 1975 2
Reset filters

Settings
Statistics
Citations
End date: 1979 × Type: Masters Coursework thesis × Subject: Computer-assisted instruction ×

Search Results

Now showing 1 - 2 of 2
  • Item
    Thumbnail Image
    An assessment of the educational value of a computer simulation policy game in the teaching of higher school certificate economics
    Trewartha, Graeme Edward ( 1975)
    The use of computer simulation games in the teaching of the subject Economics represents a comparatively recent development in Australian educational practice. The original purpose of this research exercise was to examine the accuracy of the contention that participation in a computer simulation game on economic policy would improve Higher School Certificate economics students' understanding of government monetary and fiscal policy. To prove the accuracy of this hypothesis students from the economics classes of two high schools were subjected to a series of evaluation procedures. The exercises failed to provide a clear indication of a measurable gain in student understanding of the relevant topic area. However they did provide further evidence to the effect that computer simulation games represent a very successful means of motivating students.
  • Item
    Thumbnail Image
    A study of the use of computer managed instruction in the teaching of Fortran
    Hawkins, John Anthony Bernard ( 1974)
    Like many other studies of the effectiveness (in the cognitive domain) of innovatory teaching methods, this study revealed that for the sample of students involved, there were no statistically significant differences in the test scores obtained by the experimental group using a programmed text, when compared to the scores of those who learnt Fortran by the traditional lecture method. However, for the purposes of this study, such a finding is not of great importance per se; it was necessary as a first step to ensure that students using the individualised learning method were not academically disadvantaged. Certainly, the students who used the CMI exercises with traditional lectures (Group 2) performed better on the final examination than those who used the traditional exercises; the CMI exercises can therefore be claimed to be of positive benefit to the students. (From conclusions)