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A Research Note Assessing the Benefit of Presentation Software in Two Different Lecture Courses

Teaching Sociology recently published several articles dealing with the use of computer-assisted pedagogical techniques. Many authors assess the effectiveness of specific computer-assisted instruction (CAI) forms by examining either student performance (Conklin 1976; Dietz 2002; Lavin 1980; Neapolitan 1989; Raymondo and Garrett 1998) or student course evaluation (Ammarell 2000; Fuller 1998; Hare 1999; Persell 1992; Valentine 2001). Some studies look at both (Dimitrova, Persell, and Maisel 1993; Fischer 1996; Magnuson-Martinson 1995; Pippert and Moore 1999; ReedSanders and Liebowitz 1991; Wilmoth and Wybraniec 1998). Most of these projects compare groups of students, such as course sections, within a specific course. Typically one group uses some form of CAI while the other does not. By not comparing these pedagogical techniques between different courses, previous studies do not focus on the types of courses where the use of CAI is more or less effective. This case study examines two different lecture-based courses comparing the use of a traditional, "chalk and talk" pedagogy with an approach complementing lecture