Journal of Educational Computing Research

A comprehensive computer curriculum designed to teach pre-math/spatial skills was used to examine the performance of preschool children using computer-assisted instruction (CAI) and Logo software. Forty preschool children received approximately 80 percent of pre-math/spatial instruction via computer and approximately 20 percent via teacher instruction. The following pretest/posttest measures were used to assess gains in skill: pre-math knowledge (TEMA), comprehension monitoring (Flavell scale), spatial ability (color identification and pointing), and ability to transfer (mazes). Overall, field independent (FI) and field dependent (FD) children did not perform significantly different from each other on posttest measures. Reflective (Ref) children performed significantly better than impulsive (Imp) children on several measures including fewer trials on a maze task, more correct answers on color and color/direction questions, and less time on color/direction questions. Both FI/FD and Ref/Imp groups improved performance from pretest to posttest and made gains in pre-math knowledge and comprehension monitoring. Key factors of the computer instructional method are discussed.

A performance assessment of word processing competencies was implemented as part of the International Evaluation of Achievement (IEA) of computer education. A national sample of eighth and eleventh grade students was given a series of word processing tasks and analyses of their performance was examined to determine the useability, reliability, and validity of the process.

The assessment met generally acceptable standards for scale reliability and persuasive evidence of validity was obtained, for example, success was related to opportunity to learn word processing and eleventh grade students outperformed eighth grade students. Other findings were that girls outperformed boys on the performance assessment and no relationships were found between scores on the measure and level of parent education or availability of computers in the home.

This study investigated the effects of computer and noncomputer environments on learning of geometric motions. Two treatment groups, one of which used specially designed Logo computer environments, and one of which used manipulatives and paper and pencil, received eight lessons on geometric motions. Interviews revealed that both treatment groups, especially the Logo group, performed at a higher level of geometric thinking than did a control group. Both treatment groups outperformed the control group on immediate and delayed posttests; though the two treatment groups did not significantly differ on the immediate posttest, the Logo group outperformed the nonLogo group on the delayed posttest. Thus, there was support for the effectiveness of the curriculum and for the notion that the Logo-based version enhanced the construction of higher-level conceptualizations of motion geometry.

This article discusses an intervention study designed to implement and evaluate an instructional program for middle level students in writing with computers over approximately one school year.

The study employed a pretest-posttest non-equivalent control group design with two experimental groups and one control group. Sixty-nine sixth grade students were randomly assigned by race and gender to the three groups.

A researcher-designed protocol was used during posttest to determine differences in revision strategies. The types of revision strategies reported by the students in the experimental groups differed significantly from those in the control group. The present study indicates that it may be possible to expand the complexity of revision strategies applied by students through explicit teaching and the use of the computer.

This study examined the processes of reading comprehension using paper presentation compared to computer presentation. Computers are increasingly being used more as a mode for instruction in schools, however, no study was identified that provides explanations regarding underlying reading comprehension processes or constructs. To examine constructs of reading comprehension, a text recall measure was employed. Additionally, to examine reading comprehension in an interactive mode a highlighting task was used. In the memory recall measure, a significant main effect was found for rhetorical type (collection over causal) but not for mode of presentation or for idea units. Findings were consistent with Meyer's results [1–3]. In using an on-line measure of highlighting, a significant main effect was found for mode of presentation (paper over computer). It would be expected under Meyer's constructs that there would be a difference by rhetorical type; however, no differences were found. The conclusion of this study is that reading comprehension constructs appear to be the same between computer presentation and paper presentation of text. However, when readers interact with text via computer (highlighting task) there appear to be different comprehension constructs evoked.