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An examination of the effects of computer-assisted-instruction on reading comprehension
THESIS

, University of Houston-Clear Lake, United States

University of Houston-Clear Lake . Awarded

Abstract

The purpose of this study was to examine the effects of computer-assisted-instruction on reading comprehension. A non-equivalent control group design was used to study 30 students from a junior high school in southeast Texas. Both the control and treatment groups took the Gates-MacGinitie Reading Test as a pre-test and as a post-test. Both groups studied the same novel and were given the same assignments. However, the treatment group completed the assignments on computers, while the control group completed the assignments without computers. An analysis of covariance (ANCOVA) showed that there was no significant difference in the reading comprehension of students who received computer-assisted-instruction and the reading comprehension of students who did not receive computer-assisted-instruction.

Citation

Gilbert, S.L. An examination of the effects of computer-assisted-instruction on reading comprehension. Master's thesis, University of Houston-Clear Lake. Retrieved March 28, 2024 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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Keywords