Elementary Students’ Attitudes During 2 Years of Computer-Assisted Instruction

Abstract

A cognitive, social psychological model of school learning has as key components school-related attitudes and social interaction. The growing use of computers in the classroom, by affecting social interaction, may alter student attitudes and thus the learning-teaching process. For 2 years, various attitudes of more than 155 fourth and fifth graders who did or did not participate in computer-assisted instruction (CAI) were evaluated. Multiple regression analysis indicated that CAI (independent of gender, minority status, and achievement) accounted for significant amounts of variation in self-responsibility for success and academic self-confidence, but not for attitudes toward school or math.