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Effects of Computer-Assisted Instruction on Attitudes and Achievement of Fourth Grade Students in Reading and Mathematics

The purpose of this study was to determine the effects of participation in a Computer-Assisted instructional program (CAI) on fourth grade student attitudes and achievement in reading and mathematics. This study, based on Campbell and Stanley's quasiexperimental design 10, utilized Diascriptive Reading software for the CAI mathematics group and Milliken Math Sequences software for the CAI mathematics group and was completed by 242 students. The time span between pretests and posttests was seven months. Iowa Tests of Basic Skills, Level 10, Form 7/8 was used for achievement testing and Estes Attitude Scale was used for attitude testing. Analysis of covariance was used to determine significance at the .05 level. The findings for this study were: 1. Reading Comprehension posttest scores were significantly higher for the control group than for the reading experimental group; 2. Reading Comprehension posttest scores were not significantly higher for boys than for girls within the reading experimental group; 3. Total math posttest scores were significantly higher for the mathematics experimental group than for the control group; 4. Concepts and Computation math subsets posttest scores were significantly higher for the mathematics experimental group than for the control group. There were no significant differences between the posttest scores of the two groups for the Math Problem Solving subset; 5. Total Math posttest scores were not significantly different for boys than for girls within the mathematics experimental group; 6. Attitude toward reading posttest scores were significantly higher for the reading experimental group than for the control group; 7. Attitude toward reading posttest scores were not significantly different for the boys than for girls within the reading experimental group; 8. Attitude toward mathematics posttest scores were significantly higher for the mathematics experimental group than for the control group; 9. Attitude toward mathematics posttest scores were significantly higher for girls than for boys within the mathematics experimental group.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc331757
Date08 1900
CreatorsTodd, Wilma Elizabeth
ContributorsBane, Robert K., Anderson, Gary Weldon, Mason, Betty Oxford
PublisherNorth Texas State University
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvii, 90 leaves, Text
RightsPublic, Todd, Wilma Elizabeth, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.

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