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Abstract

A sample of 671 secondary school students in 24 classes was involved in investigating not only the relative effectiveness of computer-assisted instruction (CAI) and traditional expository teaching, but also the differential effectiveness of the two teaching methods for boys and girls. Both achievement and attitude outcomes were investigated. The difference in mean scores between CAI and traditional classes was 3.5 standard deviations for achievement and 1.4 standard deviations for attitude. Although there was no overall effect of gender on either outcome, a significant treatment-gender interaction occurred for the achievement outcome (but not for the attitude outcome). Boys achieved a little better than girls in the CAI group, but boys and girls achieved similarly in the control group.

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Gender Differences Among Social Studies Students Using Computer-Assisted Instruction

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