ERIC Number: ED256308
Record Type: RIE
Publication Date: 1985-Jan
Reference Count: 0
Examining the Effects of Varied Computer-Based Reinforcement on Self-Esteem and Achievement: An Exploratory Study.
Dalton, David W.; Hannafin, Michael
The effects of judgmental and non-judgmental computer assisted instruction (CAI) feedback on the self-esteem and mathematics achievement of remedial level junior high school students were examined. Each of 44 eighth-grade mathematics students was given a self-esteem pretest questionnaire, completed a basic mathematics facts drill and practice CAI program with varying degrees of judgmental feedback, and was posttested on the self-esteem scale. The basic CAI program consisted of three sets of randomly generated multiplication fact drill and practice problems, with factors ranging from one to nine. The systematic feedback in the CAI programs used either affirmation of response only, affirmation plus positive reinforcement for correct responses, affirmation with negative reinforcement for incorrect response, or affirmation plus positive and negative reinforcement. No statistically significant differences were found among the treatment groups, perhaps because of the short-term nature of the study. On the average, computer self-esteem scores increased somewhat for all the treatment groups, indicating that their attitudes towards CAI improved somewhat as a consequence of their exposure to the program. Twenty-one references are listed. (Author/LMM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Association for Educational Communications and Technology (Anaheim, CA, January 17-23, 1985). For entire proceedings, see IR 011 621.