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Evaluating the Field Test Revision Process by Comparing Two Versions of a Reasoning Skills CAI Program

Maria Collins, PhD, is an assistant professor of educational pgvhology and special education at Northern Illinois University. Her research interests on instructional design and teacher effective-variables. Address: Maria T. Collins, Department of Educational Psychology and Special Education, Northern Illinois University, DeKalb, IL 60115.

Douglas Carnine

Douglas Carnine is associate professor of special education at the University of Oregon. Current research on instructional design variables covers the computer, videodisc, and teacher as delivery medium.

The study evaluated the role of instructional design in the field test and revision process for computer assisted instruction (CAI) in drawing conclusions and critiquing syllogistic arguments. Secondary resource room students were randomly assigned to either the original CAI program or the revised program. Measures included posttest scores, time to completion, and error rates. Scores significantly favored students in the revision group who made fewer errors per lesson, took less time to complete the lessons, and had higher posttest scores on the criterion-referenced test. Instructional design principles that guided the revision process are discussed.

Journal of Learning Disabilities, Vol. 21, No. 6, 375-379 (1988)
DOI: 10.1177/002221948802100610


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