Abstract
Low achieving students in grades 4–6 were given supplementary microcomputer assisted instruction in reading and mathematics. Students' performance was assessed with a pretest/posttest nonequivalent control group design using standardized achievement and affective tests. Although all microcomputer experimental groups showed statistically significant pretest/posttest gains in reading and mathematics, the control groups using conventional instructional methods also showed similar gains. Analysis of covariance of achievement gains revealed only one experimental group, sixth grade reading, to be statistically superior to the control groups' performance. No significant changes in students' attitudes toward schooling or sense of control over their own performance were detected. Implications of this study's design and findings are discussed with respect to past CAI research and present CAI school practices.
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