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SeposofatypicalResearchProjectorReport
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Aresearchprojectorreportisapaperwrittenbyaortodescribearesearchstudythatheorshehaspleted.Thepurposeistoexplaihefieldwhattheobjectives，methods，andfindiudywere.Theanizationalformatforresearchprojectisbasicallythesame，regardlessofthefieldofstudyinwhichtheauth.Thefollowingdiagramillustratesthemajorsesofatypicalresearchprojetheorderinwhichtheyareusuallypresented.
TypicalSesofaResearchProjectorReport
Tohelpyouuhebasiatoftheresearchreport，wepreseinallypublishedinaprofessionaljourdescribesastudycarriedoutinthefieldofagriculturaledu.Thestudyevaluatestheeffeessofusingmiputerstoteaiciplestouudentsinagraduatecourse.
USINGMIPUTERSINTEAG
NormanF.Rohrbach，DistrictSupervisor
MissouriDepartmearyandSedary
&ion
&yMissouri
BobRSterofessor
AgriculturalEdu
&yofMissouri.bia
AbstraiputersarenowoninsthroughouttheUes，itisheirmosteffectiveroleisieag-learhisstudyparedtheeffeiputer-assistedinstrudtraditioure-distheperformanceofgraduatestudentsenrolledinanagriculturaleducourse.Studerolgrnifitlybetterohahetwroups.Studentshavingpreviousexperiehputersdidnnifitlybetterthaoputer-assistedinstru.Furtherreseareedstobeduiappropriateplaputer-assistedinstruagriculturaledu.
Duri40years，theUeshasexperieioeriy.Progresshasbeehepointthatsmall，iersabilitiesareavailableforinnumerableuses.Manyschoolshavepurdarepurgmiputersforinfusioedlearningprograms.
Mostindividualsseemtoagreethatthemiputerwilluetoholdanimportantroleiion.Gubser（1980）andHinton（1980）suggestedphenomehenumbersofputersbothinthesdthehomeiure.Therearealroblemswithasuddenonslaughtofeology.Likeahathasriedaheroleoftheputerisiion.Howshouldtheputerbeusedinthe?Shouldtheputerbetheteacherorusedasatoolintheinthesamewayasanoverheadprojeteachersdoabetterjobofteagtypesofmaterialswiththemiputerthanwithalteagmethods?Willthemiputerhavediffereudentswithvaryinglevelsofexperie（1982）ideypesofmiputeruseins:theobjectofacourse，asupporttool，andameansinstru.FosterandKleene（1982）citefourusesofmiputersinvoalagriculture:drillandpractiulationandproblemsolving.
Thefindingsofstudiesexaminingtheuseofvariousformsofputer-assistedinstru（CAI）havebeeudiesbyHickey（1968）a（1974）indicatedsuperiorresultswithCAIwhilestudiesbyEllis（1978），Caldwell（1980）andBelzer（1976）ile.Althoughmuchworkhasbeee，morestudiesedtoastheeffeiputer-assistedinstruteagvarioussubjeavarietysituations.
Thepurposeofthisstudywastoastheeffeiputer-assistedinstruparedtoalecture-disteteadmethodsofcostredionagriculturalassetstograduatestudentsinagriculturaledu（Rohrbach，1983）.Thistopitifiedasbeingofimportaeaprovidihenecessarybadtoteasinfarmrecords.
&hod
&udywasductedasathree-grouptrolledpre-experimentfollowiiparisondesign（Campbell&Stanley，1963）.Itiheuseofthreeexperimentalgroups，ingatrolGroupA，atreatmentgroupgofbeginnerlevelmiputerusersGroupB，agroupgofie-levelmiputerusersGroupC（seeTable1.1）.
Table1.1Desigudy
Population
&ioudysistedofgraduatestudentsinagriculturaleduattheUyofMissouri-bia.PartithestudywereenrolleesincourseshagriculturaleduattheUyofMissouri-biaduringthesummerof1983.Thisprovided21studentsfroupA，25studentsfinningmiputerGroupBand16studentsforiemiputerGroupC.Theassumptiohepartitsrepresentedasampleofgraduatestudentsinagriculturaledu.Therefore，thefindingsandimplisofthestudyshouldbegeheextentthatfuturegroupsofstudentsaresimilartothepartits.
&udeedasthetrolgrhtusiuredisteique.Forty-osweredividedintroupstoreceivemiputer-assistedinstru.Thesistedoftwoseswithplatdeterminedbypreviousmiputiudentswiththeabilitytorurermediate-levelgroup，andtheremaiswereassighebeginnersgroup.
Demographicdatawerecolleallsubjerelatioeagexperienowledgeanduseofprihtocostredi.Priorexperieheinformationwascalascale.
Befinstru，eachgroupwasihestudybygivihesameorientationtotheprocedurestobeused.Itlaihelearningsessionswouldbefolloritteioerialpreseoldthattheevaluationscorewouldnotttradeinthecourse，butthatitortantthattheydoasossible.
Theprisirolgrawo-hourclasssessioorusedtwo-hoursessionsontwosecutivedaysfusiuredisteique.Thewritteionwasgivendurihourofthethirdday.
&mentgrerusabthemiputerlearningprogramaheydamaximumoffourhoursiwiththemiputer-assistedinstru.Theinstructhtthetrolgroupwasinthemiputerlaboratorytorespoionsandmonitorstudeudewodaystopletethetask，wereaskedtokeepareountoftimeused，ahewritteiaoimeperiodofthethirdday.
&ofMaterialsandI
&erialsusedinteadmethodsincostrediwiththelecture-disethodhavebeehreeyearsahebasisfaputertea.ThemiputerlearnieninBASIguagefortheApplemiputer，edtheprihods，examples，objectives，problemsandsoforthtobelearudeoftheclassdevotedtocostredi.Themhegthesameproblemsandexamplesusediuredisprocedure.Allteagmaterialsaedmiputerlearningmoduleswerecheckedforteicalaccuracybyaprriculturaleisiblefierialsrelatedtotaxlarriculturaleduresponsibleforiiementandagraduateresearchassistantinfarmma.
&iousediudyedtomeasuretheattaiofthelearnihewritteionwassubjectedtotheKuder-Ri20testwhichyieldedareliabilitytof.89.Validityofeachquestioablishedbyapaswithexperieheceptsrelatedtothematerial.Therewere29questioorthoeach.
Nullhypothesesweredevelopedtotesttheresearchquestioudy.Aone-wayanalysisofvariancewasusedtotestthefirstnullhypothesisofnodifferenperformahegroups（Ho1）.DiffereedusingtheScheffeposthocprocedure.APearsoiowasusedtoastherelatioimespentonmiputer-assistedinstrudstudentperformanographicdatawereexamioasthehomogehetrolgroupaalgroups.Analphalevelof.05wasusedihehypotheses.ThedatawereaheStatistialysisSystemlibraryputerpackageattheUyofMissouri-bia（Ray，1982）.
&s
&eagexperience，priorexperieerialsaaskvariedsomewhatamonggroupsasshowimeontaskwasheldtat200mihetrolgredfrom30to221minutesfroupBandfrom45to180minutesfroupC.
Table1.2CharacteristicsofPartits
Tohelpexplaindiffereudentscores，correlatioswerecalculatedtoasifthereweresignifitrelatioweehetestas’age，priorexperieerial，aeagexperience.Asshowherewasasignifitpositiverelatioweenpriorexperienowledgeofthematerialascores（i.e.，morepriorexperiencedahighertestscore）.Whenpriorexperieable1.2）wereparedroupbasis，GroupAwasnotfoundtnifitlyatthe.05levelfromGroupsBorC（+valuesof.212forA-Band4.93forA-C）.
Table1.3CorrelatiosforTestScoreswithPriorExperieerial，AgeaeagExperience
&icalvalueatthe.05levelofsignifice=.25.
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