Abstract

'the learning performance of college students given computer-assisted instruction (CAT) was investigated. Three introductory psychology lessons of 35 frames each were administered to matched groups under two moles: a) CAI mode (N = 15), and b) Printed programed instruction mode = 11). Roth lesson modes nroduced significant learning. Although no mean differences between modes was found, CAI mode produced sionificantiv higher variances in learning nerformance (n =.01). Chang(s in attitudes toward computers and aspects of the subject matter were found to significantly covary with learning performance under the CAI mole (o =.05). The study provide-, information to guide the design of tuture CAI applications on the college level. (Author) C\.1