ERIC Number: ED236262
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Computer Assisted Instruction as an Enhancer of Remediation.
Hotard, Stephen R.; Cortez, Marion J.
In the 1980-81 school year, the Title I program in Lafayette Parish, Louisiana, initiated research into the effectiveness of computer-assisted instruction (CAI) for mathematics in grades 3-6. Children from two lower socioeconomic area schools, who were one or more years below grade placement but were already making gains of 6-9 months due to an effective pull-out math lab took part in the CAI study. Students from both schools were matched, and members of matched pairs were randomly assigned to either the CAI group of non-CAI group. Both groups continued to receive standard math lab instruction, the experimental group received 10 minutes of daily CAI. Pre- and post- evaluations showed educationally meaningful grade achievement gains and grade equivalent gains for the CAI group. Though not as rigourously controlled, data from the previous year concurred with the 1980-81 results. Funding cuts in 1981-82 brought an end to the math lab for Title I students (grades 5-8) who, in addition to regular classroom instruction, were now given 10 minutes of daily CAI drill. Gain scores were superior to the gains made in the experimental program of 1980-81. There was no comparison group, however. In 1982-83, results for all students were obtained in a standard score format, and comparison data from the State and nation were obtained. Results demonstrated stable, sizeable, and meaningful gains for CAI students, as compared with non-CAI students in Lafayette Parish and with State and national results, showing that daily CAI practice enhances the process of remediation. (CMG)
Descriptors: Academic Achievement, Achievement Gains, Arithmetic, Compensatory Education, Computer Assisted Instruction, Disadvantaged Youth, Elementary Education, Elementary School Mathematics, Individualized Instruction, Junior High Schools, Programed Instruction, Remedial Mathematics, Skill Development, Teaching Methods
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Elementary Secondary Education Act Title I; Louisiana (Lafayette Parish)