Assessing the Effectiveness of Web-Based Tutorials Using Pre-and Post-Test Measurements
IJELO Volume 8, ISSN 2375-2033
Computer technology in general and the Internet in particular have facilitated as well as motivated the development of Web-based tutorials (MacKinnon & Williams, 2006). The current research study describes a pedagogical approach that exploits the use of self-paced, Web-based tutorials for assisting students with reviewing grammar and mechanics in a business communications course. The adopted tutorial consists of (1) grammatical and mechanical rules, (2) sentence reinforcement exercises, and (3) interactive diagnostic testing, all with immediate feedback and explanations. The purpose of the study was to determine if the use of Web-based tutorials significantly improved student performance using pre-and post-test measurements. A quasi-experimental design was used to compare learning outcomes. The results indicate that the use of Web-based tutorials to review grammar and mechanics significantly impacted students' scores from pre-test to final post-test.
Guy, R.S. & Lownes-Jackson, M. (2012). Assessing the Effectiveness of Web-Based Tutorials Using Pre-and Post-Test Measurements. Interdisciplinary Journal of E-Learning and Learning Objects, 8, 15-38.
- Business Administration Education
- Business Communication
- College Students
- Feedback (Response)
- Instructional Effectiveness
- intelligent tutoring systems
- Pretests Posttests
- Quasiexperimental Design
- Sentence Structure
- Statistical Analysis
- student attitudes
- Student Improvement
- Web Based Instruction
Cited ByView References & Citations Map
Gwen Nugent, University of Nebraska-Lincoln, United States; Amy Kohmetscher & Deana Namuth-Covert, Ohio State University, United States; John Guretzky, University of Nebraska-Lincoln, United States; Patrick Murphy, Agricultural Product Storage, United States; DoKyoung Lee, University of Illinois, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 872–877
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