ABSTRACT:This study examined effects of computer‐assisted instruction on decision‐making, assertiveness, and interpersonal communication related to responsible sexuality. Health science classes from four secondary schools in three mid‐western states participated in the quasi‐experimental study. The Experimental Group (n = 151) received simulation‐based CAI, while Control Group #1 (n = 147) received regular classroom instruction, and Control Group #2 (n = 93) received no intervention. A 46‐item questionnaire was administered to determine changes in the dependent variables. Findings indicated CAI, but not RCI, effectively improved decision‐making knowledge and behavior, assertiveness knowledge and behavior, and interpersonal communication knowledge, attitude, and behavior. However, CAI did not improve assertiveness attitude. Over a five‐week period, the effectiveness of CAI decayed for the knowledge variables. The effectiveness of CAI varied according to subject's gender, grade, and school‐community setting. Results suggest simulation‐based CAI provides an instructional approach that promotes positive change in some interaction skills related to responsible sexuality without many of the risks inherent in regular classroom instruction involving su
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