The Effects of Instructional Control, Cognitive Style, and Prior Knowledge on Learning of Computer-Assisted Instruction

Abstract

Computer-based instruction (CBI) is the powerful tool to teach arithmetic skills for elementary school students. The purpose of this study is to investigate the effects on achievement of instructional control strategies (program control, learner control, and learner control with advisement) and cognitive style (field independence and field dependence) in computer-based instruction. Also, this study attempts to find an optimal type of instructional control strategy based upon students' achievement and learning time. Subjects were eighty-six Dongsung Elementary School students in Pusan, Korea. The possible interactive effects between cognitive style and instructional control strategy on CBI were analyzed. Differences in achievement and time spent on the lessons were compared. A significant interaction effect was found between types of instructional control strategies and types of cognitive styles on and students achievement scores and time-on-task.