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Abstract
During the fall semester of the 1978–1979 academic year, a large group of computer-assisted-instruction lessons was available at Saint Joseph's College (Indiana) to students enrolled in the principles of macroeconomics course. Upon completion of a lesson, the student was required to evaluate it in terms of difficulty, interest, and usefulness. This study used data collected during the semester to address two issues: first, what factors determined student usage of the lessons, and second, what factors caused variation in student-evaluated helpfulness of the lessons.
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Notes on contributors
Robert E. Schenk
Dr. Schenk is an associate professor of economics at Saint Joseph's College in Rensselaer, Indiana. He received his doctorate in economics from the University of Wisconsin-Madison. Dr. Odorzynski, who was an assistant professor of economics at Saint Joseph's from 1976 to 1978, is now an assistant professor at Saint Norbert College in DePere, Wisconsin. She received her doctorate in economics from Purdue University.
Sandra J. Odorzynski
Dr. Schenk is an associate professor of economics at Saint Joseph's College in Rensselaer, Indiana. He received his doctorate in economics from the University of Wisconsin-Madison. Dr. Odorzynski, who was an assistant professor of economics at Saint Joseph's from 1976 to 1978, is now an assistant professor at Saint Norbert College in DePere, Wisconsin. She received her doctorate in economics from Purdue University.