Effect of computer-assisted feedback structures on achievement of selected drafting concepts in the university classroom setting

The purpose of this study was to determine the effectiveness of an adjunct computer-assisted instruction (CAI) program which employed two feedback structures as compared to the traditional method of presenting introductory drafting concepts. The experimental study utilized an extension of the pretest, posttest, control group design;The sample for the study consisted of one-hundred and five students enrolled in Design Drafting 101 in the School of Technology at Indiana State University. Variables for the study included, pretest scores from General Drafting; A Comprehensive Examination, Multiple Aptitude Tests 8 and 9 scores, and grade point average;Treatment lasted for a four week period. Treatment Group I worked with the CAI program and were provided immediate feedback for each response. Subjects in Treatment Group D received delayed feedback when working the CAI program;It was concluded that there was no significant difference of scores, at the .05 level, on the achievement posttest between the Control Group, Treatment Group I and Treatment Group D. There was no significant difference between groups when the second order interactions were included;The following suggestions for further study were made: The study should be duplicated increasing the treatment period and the content covered by the CAI program. The study should be replicated using junior high and/or high school students to determine if age is a contributing factor in achievement using this CAI strategy