Author(s): Parminder Singh

Abstract:
This study was aimed to judge the effectiveness of Traditional Classroom Lecture vs. Computer Assisted Instruction. The objectives were to check the educational effects between classroom lecture and Computer Assisted Instructions finding out a similar program and also the effects of same in terms of psychological feature development. Hypothesis of this analysis were supported six levels of blooms taxonomy as there was one major hypothesis: there's no important distinction exist for Computer Assisted Instructions student in gaining a high psychological feature action than students of same level having ancient Traditional Classroom Learning. It a designed to hide the all levels of psychological feature domain delineate by B. S. Blooms. A multiple choice questionnaire was compiled for this study. This study complete that the abilities of data, analysis and synthesis assured important increase. The Computer Assisted Instructions proven to be greatly effective in increasing the analysis and application skills of scholars to experimental cluster. Comprehension ability, however, not abundant full of the Computer Assisted Instructions. The results of this study it had been prompt that Computer Assisted Instructions as a good method to be applied to enhance teaching quality and by victimization Computer Assisted Instructions.

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