A computer assisted study management system (CAISMS) was experimentally investigated in the context of an introductory college economics course. The 169 students in the CAISMS and control classes attended similar lecture-discussion classes and received an identical battery of achievement tests and questionnaires during the semester. Results from a multivariate analysis of covariance indicated that the CAISMS group scored significantly higher on achievement tests than the control group. In addition, analysis of variance showed that the attitudes of CAISMS students were more positive than were those of control students. Attrition rates were approximately equal in the two groups.
ASJC Scopus subject areas
- Developmental and Educational Psychology