The Effects of Computer Aided Instruction

Over the past twenty dollar bill years, there have been many studies done in the subject of CAI. Niemiec and Walberg (1987) presented an huge review of this research. The authors concluded that, on the median(a), about 66 percent of students receiving CAI scored either at or above the median(prenominal) of their book counterparts; control counterparts consisted of students who were matched on ages and sex but who did non receive Computer assisted way. In addition, Niemiec and Walberg (1987) also ascertained that students progress more quickly in their learning from CAI if they be: (1) elementary school students rather than high school students; (2) voluminous with "tutorials" versus "drill and practice"; and (3) low ability, remedial populations rather than "average" populations.

In one muse of Computer Aided discipline, Anand and Ross (1987) knowing and evaluated a reckoner-based adaptive strategy for teaching mathematical rules to samples of fifth- and sixth-grade children. The authors level-headed that individualizedizing the arithmetic materials would lead to increased learning. Mathematical problems were personalized by incorporating information about children's friends, interests and hobbies into the context of the problem. Subjects in the study were indiscriminately assigned to one of three context-treatment groups and one outside control group. O

As can be seen from inspection of Table 2, only the decisive thinking stripe showed significance (F=11.61; df=1/33; p=.002). Specifically, the conducted analysis revealed that students given CAI (Mean=13.684) evidenced significantly higher critical thinking rafts than did students who were not given CAI (Mean=10.750).

The class receiving Computer Aided Instruction went to the calculator lab twice a week for a period of 50 minutes. The materials that were used were Sunburst's software: (1) The King's Rule; (2) Gnee or Not Gnee; (3) Safari Search; (4) Odd One out(a); (5) How the westerly was One; and (6) Memory Building Blocks. These pieces of software provided students with instructional programs in the areas of reading and math.

Students used the programs during their individually assigned computer time. There were three pre-computer lessons taught before the class used "How the West Was One".

The study has one independent variable, the Computer Aided Instruction variable, with two levels: computer assist instruction and non-computer aided instruction. The study has three dependent measures. These are: (1) math skills; (2) critical thinking skills defined as reading comprehension skills; and (3) computer attitudes.

In an effort to determine students' general attitudes toward computers, Vermette, Orr and Hall presented an extensive review of the literature on students' attitudes toward computerized instruction. The basic findings of these studies are listed by the authors as follows:

1. Learning is higher under conditions of CAI supplemented instruction ( standard spill the beans instruction plus computer assisted instruction) than it is under conditions of standard lecture instruction alone.

What is particularly interesting about the Anand and Ross study is that it not only demonstrates the efficacy of Computer Aided Instruction for the teaching of math, but it also shows that this efficacy can be enhanced, if the math problems are made relevant or personal
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