Technology; Play a Major Role in Future Education

As can be seen from the foregoing, the importance assigned to the role of computers and computer guidance in education makes it imperative to precisely understand the solutions of this instructional technology on children. This count contributes to the effort to attain this soul by examining the effectiveness of CAI for elevating the acquirement levels of fifth grade students.

The subroutine of this paper is to provide context for the see through an interrogatory of the current (1989-present) research as it relates to the facilitation of fifth grade basal school student achievement through computer help instruction. In addition to examining research on the CAI/student achievement relationship, the review will also examine studies which address how special factors (e.g. self-concept, personality, nature of feedback, etc.) can affect this relationship.

The existing research is passing supportive of the notion that CAI facilitates students' match achievement levels. This can be seen in a study conducted as part of the waxy Learning Environment project at the University School of Nova University in Florida.

In the study Viteli (1989) attempted to determine if there was a difference in learning to solve maths devise probl

Bracey (1992) conducted a pilot study in which he set out to find the cognitive and affective efficacy of cooperative computer-assisted instruction in mathematics using a sample of elementary school students. Bracey noteworthy that, although small- root cooperative techniques had been found to improve academic performance in both elementary and secondary environments, little was known of the effect of computer-based cooperative group instruction. He stated that the purpose of the study was, therefore, to contribute to the existing knowledge base on CAI stipulation in a cooperative group format.

Weare, J.L. (1990). The relationship of computer-assisted instruction to mathematics achievement, student cognitive styles,a nd teacher attitudes. oration Abstracts International, 51(10-A), p. 3331.

Poicus, K.E. (1991).

Personality factors in human-computer interaction: A review of the literature. Computers in Human Behavior, 7(3), 103-135.

In his review of the program, Hertzke noted that the system enabled teachers to verify students' progress and identify gaps in their learning skills. It also generated enrichment activities and helped students master skills in which they were deficient. Further, findings indicated that CAI had resulted in achievement gains in both reading material and math, and was supported by parents as well as by students and staff.

Justen, J.E., Waldrop, P.B. & Adams, T.M. (1990). Effects of paired versus individual user computer-assisted instruction and typewrite of feedback on student achievement. Educational Technology, 30(7), 51-55.

Bracey (1992) found that children in the cooperative-based CAI group outperformed those in the individual CAI group. It was also observed that low achievers became little anxious about mathematics and that the cooperative grouping avoidance worked equally well at all skill levels.

In addition to personality, self-concept may be associated with the CAI/student achievement relationship. Wong (1992) conducted a study o
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