The Effects of a Computer-assisted Instruction Program on Basic Skills Achievement and Attitudes Toward Instruction of Spanish-speaking Migrant Children

Abstract

This study investigated the effects of a computer-assisted instruction (CAI) program on basic skills achievement and attitudes toward instruction of Spanish-speaking migrant children. The study used two comparable groups of third, fourth, fifth, and sixth grade, Spanish-speaking migrant children. One group used CAI to supplement instruction while the second group served as a control. The academic achievement gains and attitudes of the groups were compared. Children (256) were administered the Comprehensive Tests of Basic Skills twice during 1 year and a Students’ Attitude Instrument at the end of the year. The results indicated that students who used the CAI program had greater achievement gains than did students who participated in the regular classroom program. However, students who were in the non-CAI program had more favorable attitudes toward CAI than did students in the CAI program.