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Section 1 Component Parts of a typical Research Project or Report（第1页）

SeposofatypicalResearchProjectorReport

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。

Eachexperimentalgroupwasgiveeerbeihelecture-disiputer-assistedinstrusessionsasoutlihedesignandproceduresofthestudy。Meansdgesfromeachroupsarepreseable1。4，asoftheanalysisofvariaarereportedinTable1。5。