This experimental research examined teaching effectiveness of blending online computer-assisted instruction (CAI) with traditional classroom instruction. Two blended learning methodologies of web-based CAI and face-to-face classroom instruction were investigated in the Automotive Technology Department at Southern Illinois University Carbondale. Results were determined by a psychomotor electrical diagnostic skill evaluation of two matched groups exposed to different blending methods of teaching basic electrical concepts. Following the course of blended instruction, active electrical circuit boards measured participants' hands-on diagnostic problem solving abilities. Frequency trends within the response data set exhibited distinctive differences between the control and experimental group that could be attributable to CAI blending methods. However, statistical analyses of the research data were unable to substantiate a significant probability of relationship to CAI blending methods beyond the study population. Post hoc reviews of e-learning materials and diagnostic procedures were conducted to provide further insight into the understanding of research data. In conclusions of this research study, blended teaching methods experienced by the experimental group demonstrated a comparatively higher level of psychomotor electrical diagnostic skill capability.Circuit components and connectors are labeled for easy identification with associated circuit diagrams. Visible and identifiable automotive electrical components include; parking lamps and sockets, spade type fuse holders, wire connectors, anbsp;...
|Title||:||Effectiveness of Computer-assisted Instruction Blended with Classroom Teaching Methods to Acquire Automotive Psychomotor Skills|
|Author||:||David Wayne Gilbert|
|Publisher||:||ProQuest - 2006|