Comparative Effects of Printed and Computer-Assisted Forms of Modular Instruction

Abstract

Using two experimental groups, a pre-test and two post-tests, this paper compared the effects of the printed and computer-assisted forms of a module on the acquisition and retention of knowledge, skills, understanding and problem-solving ability of students. The results reaffirmed the effectiveness of these two forms of instruction in uplifting mathematical proficiency (p<0.01). It was also found that the acquired skills of the printed module group (N=15) was significantly higher than that of the computer-assisted module group (N=15) (p<0.05). However, the printed module group was not able to retain their knowledge (p<0.05), skills (p<0.01), understanding (p<0.05), and problem solving ability (p<0.01) compared to the computer-assisted module group which had significant loss on problem-solving ability (p<0.05) only. It was concluded that the printed form of a module has better effects in terms of acquisition of learning but the computer-assisted form has better effects on the retention of learning.