Abstract
This study focused on contrasting styles of instruction (text vs. computer-based) while holding all other variables constant including learning objectives, assessment tools, and teacher influence. Students were arbitrarily divided into treatment groups by class period. Knowledge gains were evaluated by score differences between pretests and posttests using a single multiple-choice test developed by the researcher. Students were also given a Learning Style Inventory based on the Dunn and Dunn model. A descriptive analysis of LSI scores was used to determine any correlation between particular learners and their level of achievement. Results showed no significant difference between the text-based instruction and the electronic curriculum delivered by an interactive videodisc system. Also, no particular learner profile favored one form of instruction over the other.
Torregrossa, Ginger Kaye (1994). A comparison of student achievement using electronic vs. traditional physical science curricula. Master's thesis, Texas A&M University. Available electronically from
https : / /hdl .handle .net /1969 .1 /ETD -TAMU -1994 -THESIS -T689.