Abstract
Recent research in computer-assisted instruction (CAI) asserts that student achievement levels are equal to or better than non-CAI performance levels. Because very little CAI research involves college level developmental studies students, the researchers sought to determine the performance effects of CAI on developmental composition and mathematics students. Participants in the study were first time college freshmen with no computer experience possessing composite American College Test (ACT) [1] scores of 15 or below. The results, using the California Achievement Test (CAT)[2], indicated that the developmental students' achievement levels for the CAI group were equal to or statistically significantly better than their non-CAI counterparts.
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