لخّصلي

During the past 40 years, the United States has experienced the integration of the computer into society.The purpose of this study was to ascertain the effect of using microcomputer-assisted instruction as compared to a lecture-discus- sion technique in teaching principles and methods of cost recovery and investment credit on agricultural assets to graduate students in agricultural education.Foster and Kleene (1982) cite four uses of microcomputers in vocational agriculture: drill and practice, tuto- rial, simulation and problem solving.Studies by Hickey (1968) and Honeycutt (1974) indicated superior results with CAI while studies by Ellis (1978), Caldwell (1980) and Belzer (1976) indicated little or no significant effect.The findings of studies examining the use of various forms of computer-assisted instruction (CAI) have been mixed.This topic was identified as being of impor

During the past 40 years, the United States has experienced the integration of the computer into society. Progress has been made to the point that small, inexpensive computers with ex- panded capabilities are available for innumerable uses. Many schools have purchased and are purchasing microcomputers for infusion into their directed learning programs.

Most individuals seem to agree that the microcomputer will continue to hold an important role in education. Gubser (1980) and Hinton (1980) suggested phenomenal increases in the num- bers of computers both in the school and the home in the near future. Schmidt (1982) identified three types of microcomputer use in classrooms: the object of a course, a support tool, and a means of providing instruction. Foster and Kleene (1982) cite four uses of microcomputers in vocational agriculture: drill and practice, tuto- rial, simulation and problem solving.

The findings of studies examining the use of various forms of computer-assisted instruction (CAI) have been mixed. Studies by Hickey (1968) and Honeycutt (1974) indicated superior results with CAI while studies by Ellis (1978), Caldwell (1980) and Belzer (1976) indicated little or no significant effect. Although much work has been done to date, more studies need to be conducted to as- certain the effects of microcomputer-assisted instruction in teaching various subjects in a variety of learning situations.

The purpose of this study was to ascertain the effect of using microcomputer-assisted instruction as compared to a lecture-discus- sion technique in teaching principles and methods of cost recovery and investment credit on agricultural assets to graduate students in agricultural education. This topic was identified as being of impor