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Given the following journal titles (some of which are fictitious) and descriptions, describe
1. Title: Kline, D.E. (1992). A study of student-achievement, utilizing different pacing strategies for textural and pictorial information. Journal of Computer-Based Instruction, 19(2), 64-68.
Description: The sample consisted of eleventh and twelfth grade students at a high school near the author for this study. The experimental subjects were drawn from all curriculum areas. Students classified by the school as special education, learning disabled, and/or emotionally disturbed were not used as part of the experimental sample. The random selection was accomplished using a random number table and the database of the school. As the subjects were selected, they were assigned to one of the eight treatment groups on a rotation basis.
2. Title: Owens, E.O., and Hersholt, W. C. (1995). Differences among urban, suburban, and rural schools on technology access and use in eight-grade mathematics classrooms. Journal of Educational Technology Systems, 24(1), 83-92.
Description: The sample included 24,599 eighth graders, enrolled in 1,051 randomly selected public and private schools across the United States.
3. Title: Shert, Q. T., and Shoose, R. T., (1997). The correlation between self-reported preferred learning style and learning style as indicated by the LSI test for incoming college freshman. Journal of Administration Research, 19(2), 273-276.
Description: The sample included five randomly chosen colleges from a list of all four year colleges in the United States. Eighty percent of the freshman from these five colleges participated in the study.
4. Title: Cao, T. R., Orcey, R. L., and Flisch, M. N., (1997). User errors in EPSS as a function of level of formal education. Office Research Quarterly. 8(2), 23-27.
Description: This study drew participants from the 6,523 Northern Bank Trust employees that use EPSS. Six-hundred were randomly selected using a random number generator and the employee payroll list. The final sample included 453 subjects with vocational education degrees, 107 subjects with undergraduate degrees, and 40 subjects with graduate degrees.
5. Title: Screyn, D. L., Keebyrd, E. E., Mowse, J. T., (1997). Operating system preference of students enrolled in educational technology programs. Journal of Education Science. 19(2), 44-47.
Description: Subjects were chosen by selecting every third student from the list of 109 graduate students enrolled in the Educational Technology program at San Diego State University.
6. Title: Beasley, R. E., & Waugh, M. L. (1996).The effects of content-structure focusing on learner structural knowledge acquisition, retention, and disorientation in a hypermedia environment. Journal of Research on Computing in Education, 28(3), 271-279.
Description: The study's sample was drawn from undergraduate students at a large midwestern research university. Sixty-one students volunteered to participate in the study. Because the participants used in this study were fairly homogeneous in terms of academic performance it was assumed that randomization would protect against systematic differences in ability. However, to minimize error variation due to prior knowledge of the subject matter, no student was allowed to participate who had either taken a course in computer-based education or had taken a similar course in which the focus of that course was to examine the uses of computers in the educational process.