| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 350970 | Computers in Human Behavior | 2011 | 7 Pages |
A computer-based graphing simulator used tutorial modules to teach 61 undergraduate college students how to create cumulative graphs from sets of data. One group was required to complete the steps of constructing an appropriate graph within a computer-provided graphical workspace, while the other group did not have graphic construction requirements during the tutorial, but could optionally construct the graph within the workspace. Following the tutorial instruction, each student was given three blank sheets of graph paper, a pencil, two sets of data, and the requirement of physically constructing graphs based on the given data. Students who were required to actively complete graph construction steps during their tutorial subsequently produced graphs from the new data that were significantly better than those students who had the option of practicing in the workspace. Results suggest that the presence of response contingencies within the graphical workspace increases subsequent graph construction performance. The efficiencies possible with electronic instruction are discussed.
► Sixty-one students completed graphing instruction using a graphical simulator. ► Group one constructed graphs in the simulator using step-by-step instructions. ► Group two had the same instructions but did not have the construction requirement. ► All students constructed post-test graphs using pencil and paper. ► Response contingencies in the simulator increased graph construction performance.
