THE EFFECTS OF SINGLE AND MULTIPLE WINDOW PRESENTATIONS ON ACHIEVEMENT, INSTRUCTIONAL-TIME, WINDOW USE, AND ATTITUDES DURING COMPUTER-BASEDINSTRUCTION

This study investigated the effects of single and multiple window pres entation on achievement, instructional time, window use, and attitudes of fourth grade students during computer-based instruction. A total o f 127 fourth grade students, classified as high and low ability, compl eted a computer-based mathematics lesson and a delayed posttest. High ability students answered more quiz problems correctly during the less on than low ability students. Students in the multiple window treatmen t answered more practice problems correctly than students in the singl e window treatment High ability students scored significantly higher o n the posttest measures of verbal information, rule use, and problem s olving. Students in the single and multiple combination treatment and students in the multiple window treatment kept the symbols window visi ble significantly longer than students in the single window treatment. High ability students accessed the symbols window significantly less than low ability students. Multiple window presentations may assist st udents in tasks where more than one source of information is needed to complete a problem.