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The primary purpose of this study was to determine if computer assisted instruction is an effective tool for presenting didactic material to counseling students. The research hypotheses stated that the achievement of students following computer assisted instruction would be equal to or greater than the achievement of students following traditional instruction.
A block design was employed to compare the achievement of two matched-pair groups of counseling students following each of two units of instruction on psychotropic drugs. For the unit on antianxiety agents, group A received the material through traditional instruction. Their achievement on the post-test was compared to that of group B, who received the material through computer assisted instruction. For the unit on antidepressant agents, group A received the material through computer assisted instruction. Their achievement on the post-test was compared to that of group B, who received the material through traditional instruction. A third comparison was also made between the overall achievement following computer assisted instruction (group B's achievement for the first unit and group A's for achievement for the second unit) and the overall achievement following traditional instruction (group A's achievement for the first unit and group B's achievement for the second unit).
Three separate dependent t-tests yielded statistically significant differences between the two methods of instruction. In each case the achievement of the group receiving computer assisted instruction was significantly greater than the achievement of the group receiving traditional instruction.
It was concluded that computer assisted instruction is an effective tool for presenting didactic material to counseling students. In this instance, computer assisted instruction was not only as effective as traditional instruction but significantly more effective in promoting achievement.
The results of this study support the overall value of computer assisted instruction as a teaching method. The results further support this method as a viable strategy for the didactic aspects of Counselor Education.