A pretest-postest experimental/control group design was used to test for significant differences in student achievement or attitude in a microcomputer programing course in agricultural engineering at Iowa State University. During two successive semesters, 103 students were enrolled in classes that were randomly assigned to either an experimental or control group. The analysis of covariance revealed significant differences in student achievement when students were grouped by subject in which the students made their highest and lowest grade in high school, average secondary and postsecondary mathematics grade, student classification, student major, video game experience, occupational plans, pretest attitude score, and the person most influencing them to take the course. There was also a significant difference in attitude scores when the students were grouped by typing ability or computer experience.
teaching methods, student characteristics, student attitudes, student achievement