著者

石本 菅生 寺田 祐二

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.26, pp.153-180, 1984-03

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The purposes of the study are: to clarify the effects of the use of a microcomputer to facilitate reading speed, and to develop a microcomputer based training system for practical use. Sets of NEC' PC-8000 microcomputer system were used in the experiment as a speed reading training device (SRT). The experimental subjects were forty ICU freshmen. Twenty of them were for the Exprimental Group, and another twenty, for the Control Group. In the first session of the experiment, the subjects in the both groups received an initial test which required them individually to read a material in conventional speed reading classroom fashion. Time spent to finish up reading was recorded for each subject. From the second session through seventh session, the subjects in the Experimental Group received training by making use of a microcomputer training system. The subjects of the Control Group were trained, in every session, in the same manner as in the initial session. A short quiz was given to the subjects in the both groups at the end of each session. A post test was administered individually when each subject completed a series of training lessons. The test material was the same text used in the initial session, and it was given in the same manner. At the conclusion of the post test, subjects were also asked to respond to a questionnaire designed to examine their attitude toward, the interest in, and the impression of the method and the device used for the training. The major findings were summarized as follows: 1. While little improvement in reading speed was achieved in the Control Group, a statistically significant progress was observed in the Experimental Group. 2. The training contributed to the comprehension of the reading material, however, the subjects in both groups made progress to the almost same degree. 3. Comprehensive reading efficiency was observed, and the efficiency in the Experimental Group was higher than the one in the Control Group. This proves that the SRT is an effective device for the training. 4. More than two-thirds of the subjects reported that immediate feedback of results of comprehension quizes was essential for the training. 5. There was few subject whose attitude toward computerrized SRT was negative. 6. All subjects in the Experimental Group responded that the training system was "not so easy to operate". The fact implies the need for further improvement of the SRT system, even though the most of them expressed their interest in the method of training applied. 7. The impressions expressed by the subjects in the Experimental Group support the findings described in 1-3. Namely, many of them considered "got speed" in reading, however, "no change" in comprehension. Based on these facts it can be said that the effects of the SRT is more than equal to the effects of the training method applied to the Control Group. 8. The most of the subjects in the Experimental Group complained that the text materials displayed on the TV screen was a little difficult to read compared to the hard copy print of the same material. 9. The range of the choice of speed (from 100wpm to 200wpm with 10wpm interval) was adequate to the most subjects. 10. Most of the subjects considered that individualized training was effective for improvement in reading speed, because a learner was isolated from others and he could read in his own pace. These findings of the training experiment were carefully examined, and a speed reading training system was designed and developed for TRS-80 Model 1 microcomputer equiped with two floppy disk drives and a printer. System softwares developed are a file conversion program and a speed reading trainner program. A commercially-developed word processing software and its spell-checking software (SCRIPSIT and CHECK/CMD) play an important roll in the system. The performance of the system, the legibility of the display, and the ease of operation were all improved besides improvement of text creation process which utilized word processing and spell-checking software programs. Only reasonable typing skill is required on the part of text file creator or teacher, and special instruction is no more needed for anyone who learns with this system.

著者

石本 菅生

出版者

国際基督教大学

雑誌

国際基督教大学学報. I-A, 教育研究 (ISSN:04523318)

巻号頁・発行日

vol.25, pp.179-192, 1983-03

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本稿は,マイクロコンピュータを用いたマークカード採点システムのための利用の手引として記述したものである。本学では以前から計算センターがマークカードによるテストの処理サービスを行ってきたが,教員が採点処理の依頼をしてから結果を入手するまでに通常2,3日を要しているのが現状である。ILC-MARK1システムは,このようなターンアラウンド・タイムを短縮するために,教員が自ら操作して15分程度でテスト結果を出せるように開発したものであり,1982年度第2学期より総合学習センター教材開発室のマイクロコンピュータTRS80モデルIで利用に供されている。テスト終了後,教室から研究室へ帰る途中で教材開発室に立寄ってわずかな時間を費すことをいとわなければ,テストの結果と問題の分析結果は即座に明らかになる。