The Relationship Between Interaction Time and Reading and Math Achievement for Chapter I Students Using Computer-Assisted Instruction in Grades Three, Four and Five.
Date of Award
Doctor of Philosophy (PhD)
The role of computer technology, particularly computer-assisted instruction, in the educational delivery system has steadily increased over the last decade. Although the largest number of CAI programs can be categorized as drill and practice, an increasing number of high quality simulation and tutorial programs are becoming available. The interactive nature of CAI is supported by the learning theories of Piaget, Gagne, and other learning theorists. Research on the topic indicates that CAI has a generally positive effect on student achievement and fosters positive attitudes among students and instructors toward the learning environment. This research study had two goals. The first was to compare achievement as measured by a standardized achievement test for Chapter I students using CAI in reading and math and the achievement of Chapter I students not using CAI. The second goal of this project was to measure the relationship between computer interaction time and achievement. Findings indicated that reading achievement was higher for students who received CAI in reading and math. Achievement in reading and math was found to be higher for third grade students who received CAI in math compared to fourth and fifth grade students. Findings also indicated that computer interaction time in math was positively related to certain measures of math achievement for third grade students in the study.
Archambeault, Betty Josephine conaway, "The Relationship Between Interaction Time and Reading and Math Achievement for Chapter I Students Using Computer-Assisted Instruction in Grades Three, Four and Five." (1986). LSU Historical Dissertations and Theses. 4278.