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Section 1 Component Parts of a typical Research Project or Report（第2页）

Eachexperimentalgroupwasgiveeerbeihelecture-disiputer-assistedinstrusessionsasoutlihedesignandproceduresofthestudy.Meansdgesfromeachroupsarepreseable1.4，asoftheanalysisofvariaarereportedinTable1.5.

&ScoresofdExperimentalGroups

Table1.5AnalysisofVarianceforDifferengdTreatmentGroupScores

TheFvalueof9.29，reportedinTable1.5，indicatedasignifitdiffereneaheScheffetestwasusedtoisolatemorespecificallywherethosedifferencesoccurred.TherewasasignifitdifferehetrolgroupaheCAIgroups.Therewasnotasignifitdifferendbetwees.Theteststhetrolgrherthareatmentgroup.

APearsoioof-.016indiosignifitrelatioimespentwiththemiputer-assistedinstrudtestscoresofstudents.

Dis

Ourfirsthypothesis，thattherewouldbenosignifitdifferenggroupmeanscores，wasrejected.However，oursedhypothesis，thattherewouldbenosignifitrelatioheamouilizedbythestudentswithmiputerassistedinstrudstudescores，wased.

Thefollowingsaresubjecttothesandlimitationsofthisstudy:（a）thelecture-disapproachwasmoreeffethemiputerinstruteagtheappliofprindcepts;（b）experiehemiputerhadestscores，soitappearsthatthemiputerassistedlearningmoduleswereaseasyfiouseasfortheielevelusers;aoftimespentbystudehemiputerassistedinstrudidnotsignifitlyaffecttheirsgiveoselecttheamou.

Theinfluenceofpriorexperiehesubjectmatterwasexamiected，thereositivecorrelatioweenexperieudentscores.However，therewasnotasignifitdifferenceforpriorexperieweenGroupAaGroupsBandC.Therefore，itdoespriorexperiehsubjectmatterwasagvariableinthisstudy.

Thefindingsihelecture-disethodofteagwasmoreeffethemiputer-assistedteteagtheprindceptspresehesdescribed.Givesinthemiputergroupsspehasirolgroup.Studerolgrhtduringregularhourswhilethetreatmentgroupsparticipatedduringlaboratorytime.

&udiesiudentsusingCAIhavegenerallyperformedaswellorbetterthasuionalinstrupliisthatthedifferenperformandinthisstudyshouldbecarefullyevaluated.Thefindingsmighthavebeeifallstudentshadspentaminimumofftheputerprogram.Additionalstudiesshouldparegroupsusingamixoftraditionalinstruddshroupstospendaspecifieontask.Thegefriculturaleducatorsistobetterutilizethecapabilitiesofmiputerassistedinstruthelearninge.

References

&.J.（1976）.Aparativestudyofatraditiohodandagrouppaced，multimedia，hodusedinteagcollegebiology（ERIeionServio.ED133026）.

Caldwell，R.M.（1980）.Aparisonofusingputer-basededutoteachliteraumeracyskillstooirolledinprogramsofadultbasicedu（ERIeionServio.ED194721）.

Campbell，D.T.，&Stanley，J.C.（1963）.Experimentalaaldesignsforresearch.ally.

Ellis，J.A.（1978）.Aparativeevaluationofanagedandinstruaru（ERIeionServio.ED165705）.

Foster，R.，&Kleene，M.（1982）.Opportuhputerassistedinstru.TheAgriculturalEduagazine，54（7），12-14.

Gubser，l.（1980）.Schoolsofedueforrevolution（ERIeionServio.ED195524）.

Hickey，A.E.（1968）.puter-assistedinstru;Asurveyoftheliterature.，MA:ENTELEK.

Hinton，J.R.（1980）.IndividualizedlearningusingmiputerCAI（ERIeionServio.ED196409）.

&，J.K.（1974）.Theeffearutlearniestudents（ERIeionServio.ED089682）.

Ray，A.S.（Ed.）.（1982）.SASuser’sguide:Statistics.stitute.

Rohrba.F.（1983）.MiputeruseinteaggraduatestudentsinagriculturaledupublisheddoctoraldissertatioyofMissouri-bia.

Schmidt，J.R.（1982）.puterutilizatioinstruatthelandgray.UnpublishedmanusorthputerInstitute，Madison.

Activity1-1:Whathaveyouobserved?

&hereseariputersahefollowiions.

1.Arethereanymajorseshavingnoheading?

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2.Whatkindofinformationdoeseachmajorsetain?Doanymajorseorethanonekindofinformation?Whatarethey?

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3.HowdoestheformatofthisreportparewiththegeneralmodelinFigure1.1?

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Activity1-2:Writeoutthepos

Lookbackatthereseariputersinteag.Determiheresearchquestiohesisaeraturereviewpart.Themwritethemoutinthefollo>

1.ResearchQuestion:____________________________________________________

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2.Hypotheses:__________________________________________________________

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3.LiteratureReview:___________________________________________________

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