AN EVALUATION OF THE EFFECTIVENESS OF SEVERAL CAI PROGRAMS IN GENERAL CHEMISTRY

The purpose of this investigation was to determine whether two sets of computer assisted instruction (CAI) programs--one in chemistry and the other in mathematics--had any effect on student performance in one course of general chemistry, Chemistry 112, at the University of Illinois at Chicago Circle during the fall quarter of 1979. The evaluated programs are part of the PLATO CAI system originating from the Urbana campus of the University of Illinois.;An analysis of covariance indicated that there was no significant difference in Chemistry 112 performance among the three PLATO groups. A multiple regression analysis indicated, however, that the time the chemistry group spent on PLATO was correlated with their achievement in the course. A task analysis of each PLATO-related final examination question indicated there was no difference among the three PLATO groups insofar as the types of chemistry errors made or their frequency. The task analysis also revealed that there were very few mathematics errors among all three groups of PLATO students. These results were attributed to three factors: (1) a difference in the objectives of some of the PLATO programs and the Chemistry 112 course; (2) the poor design of the PLATO programs when the two sets of objectives were the same; and (3) the effectiveness of traditional instruction.;A cost effectiveness analysis showed that the full-scale adoption of these PLATO programs in the Chemistry 112 curriculum would cost at least 20% of the entire course budget. In view of the results of this study it was concluded that this adoption was not warranted.;A pretest-post-test control group design was used in the study. Sixty-eight freshman students enrolled in Chemistry 112 participated. They were randomly divided into three PLATO groups--two experimental groups who studied chemistry and mathematics PLATO programs and a control group who studied a number of PLATO programs that emphasized problem solving techniques. During the quarter the three groups of students averaged one hour per week on PLATO in addition to participating in the regular course activities. The pretest consisted of their chemistry and mathematics placement examination scores. There were three post-test scores: the students' total course points, final examination scores, and PLATO subscale scores for only those final examination questions related to PLATO material.