Evaluation of Computer Assisted Instruction in the Secondary Education Environment

Abstract

While computers are often seen as a panacea for many of the limitations of secondary education, research has shown that poor implementation of computer-assisted instruction can decrease student learning. School systems that implement computer technology into their teaching processes need to consider issues such as the nature of the academic content, the sequencing of its presentation, the technological experience of the students, the usability of the computer software and hardware, and the type of feedback provided to students. Software applications must be selected judiciously for best results. This research has two components. In the first study, a broad-based, naturalistic implementation of computer assisted instruction in a high school was investigated. The study covered several course subjects, academic tracks, and student grade levels. Student performance was compared using final course grades for each student. The results showed differential affects of computer-assisted instruction depending on student grade level and track. The second component was a strictly controlled study of eleventh grade students' performance on weekly English vocabulary tests. In this controlled study, students' grades were significantly improved by the computer-assistance software. These studies support the hypothesis that computer-assisted instruction can be used to improve student learning, but suggest that implementation must follow specific guidelines.