THE EFFECTS OF SINGLE-WINDOW AND MULTIPLE-WINDOW PRESENTATION ON ACHIEVEMENT DURING COMPUTER-BASED INSTRUCTION

This study investigated the effects of using single- and multiple-wind ow presentations on achievement and window use. A total of 123 fourth grade students were classified as high or low ability according to per formance on a pretest and assigned to one of two treatments: single wi ndow or multiple window. Students completed a computer-based mathemati cs lesson and a delayed posttest. Although there were no differences i n window use, high ability students in the single-window treatment dem onstrated higher posttest achievement on verbal information and rule u se questions than did all other students.