EFFECT SIZES ASSOCIATED WITH MICRO-PROLOG-BASED COMPUTER-ASSISTED-LEARNING

This study of the efficacy of computer-assisted learning (CAL) is dist inctive in that (1) the innovation in CAL made use of micro-PROLOG, (2 ) traditional achievement and attitude outcomes were complemented by m easures of classroom psychosocial environment, and (3) the sample was drawn from the unique educational milieu provided by Singaporean schoo ls. In contrast to past research, the use of micro-PROLOG-based CAL in this study led to massive impact in terms of achievement [effect size of 3.5 SD (standard deviations)], attitudes (1.4 SD) and classroom en vironment (ranging from 0.1 to 1.9 SD). Students in the CAL group had higher achievement and attitude scores, and they perceived their class room environments more favourably in terms of greater gender equity, i nvestigation, innovation and resource adequacy.