A comparison of the instructional effectiveness of computer software for seventh-grade students based on programmed instruction and gestalt learning theory

The purpose of this study was to investigate the differences in achievement between seventh grade students who had completed a programmed instruction tutorial and a systematically designed tutorial that integrated programmed instruction and Gestalt learning theory. The significance of the study extends beyond this, in that CAI materials were developed which systematically used programmed instruction and systematically integrated Gestalt learning theory into a programmed instruction package. These materials may be the basis for more extensive studies which can modify the basic techniques used to create the combination software. The study used a pretest-posttest design. Subjects were from eight seventh grade classes at two different middle schools. Students were randomly assigned to the control and treatment groups. One group used a programmed instruction tutorial and the other used a combination software package that integrated programmed instruction and Gestalt learning theory. The California Achievement Test composite reading scores for each group were compared using a t test of independent means. The pretests were also compared using a t test of independent means. There were no significant differences between the groups on these crucial measures so a t test of independent means was used to analyze the posttest scores. No significant difference was found in the achievement as measured by a classroom-type test. While no significant difference was found in the achievement between the two groups, systematically designed software was developed. The techniques used here may be used as a basis to vary combination software packages in future studies.