Content area
The purposes of this study were to compare: (1) the traditional method of instruction with a computer-assisted method of instruction in improving psychomotor skills in bowling, (2) the scores achieved by the above two groups on a bowling knowledge test administered at the completion of the instructional unit, and (3) the perceptions of students toward traditional instruction and computer-assisted instruction.
Fifty-one male and 39 female college students served as subjects for this study. The subjects were enrolled in four elementary bowling classes scheduled during the fall semester of the 1984-85 academic year. The computer-assisted instruction group and traditional instruction group were each composed of two classes.
The subjects in the computer-assisted instruction group received, outside of their regularly-scheduled bowling classes, lectures and demonstrations by means of a computer-assisted instruction program. During bowling class periods five minutes were devoted to questions and answers about the computer-assisted instruction; the remaining class time was devoted to the practice of bowling. The traditional instruction group was instructed by means of a traditional method of teaching bowling, which included lectures and demonstrations; the remaining class time was allocated to the practice of bowling.
Prior to instruction subjects were administered a two-game pretest for bowling skill. At the end of the unit, subjects were administered a three-game posttest for bowling skill, a 54-item multiple choice knowledge test and an instrument for rating the student's perception of teaching effectiveness. The computer-assisted instruction group was given additional questions directed specifically at computer-assisted instruction.
After eight weeks of bowling instruction: (1) The computer-assisted instruction group had significantly higher average and first-ball bowling scores than the traditional instruction group. (2) No significant differences were found between computer-assisted instruction and traditional instruction groups for scores on a bowling knowledge test. (3) The computer-assisted instruction group had a significantly more positive attitude toward the organization of lessons than the traditional instruction group. (4) The computer-assisted instruction group showed a favorable response toward computer-assisted instruction in bowling.
The findings in this study favor computer-assisted instruction over traditional instruction in improving bowling skills at the college level.