This study tested the effectiveness of computer‐assisted instruction (CAI) versus supervised reading for teaching consumer credit to secondary school home eco nomics students and investigated the effects of students' IQ, grade point average, attitude toward computers, and familiarity with computers on amount of information learned by subjects taught by CAI. A random sample of 68 students, randomly assigned to experimental and control groups, was drawn from a popu lation of 10th through 12th graders in a large rural high school. Analysis of covari ance, controlling for differences in IQ and grade level, was used to test differ ences in mean gain scores of pretest, posttest, and second posttest. Results indi cated that the experimental (CAI) group learned more between pretest and both posttests than did the control group. Results of three stepwise multiple regres sion analyses indicated that student learning via CAI did not vary by IQ, GPA, attitude toward computers, or familiarity with computers, which suggests that CAI is an effective teaching method for teaching consumer credit with diverse types of high school students.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.