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...receiving traditional instruction supplemented CAI attained higher academic achievement than did 63.31% of those receiving only traditional instruction. Results also indicated very slight lessening of the effectiveness of software packages on statistics achievement over a 10-year period.
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Over the past several decades, the American educational system has been heavily criticized by the American public. Contributing significantly to the criticism of the public schools is the dismal placement of our nation's mathematics and science students within the global hierarchy, despite the lofty-but unachieved-goals of the "President's Committee's America 2000." Moreover, The Third International Mathematics and Science Study (TIMSS) voiced concern over the waning science achievement of America's students. Specifically, the report discloses that America's students are not at the global forefront in science achievement. Furthermore, a de-emphasis of academics in the public school curricula has prompted the publication of an ongoing series of books and articles, unified in their denouncement of our public education system (e.g., The Schools We Need and Why We Don't Have Them [Hirsch, 1996]; The Conspiracy of Ignorance: The Failure of American Public Schools [Gross, 1999]; Left Back: A Century of Failed Schoo l Reforms, [Ravitch, 2000]). Thus, the Bush administration has called for more studies on technology in our nation's schools (Foster, 2000).
In response, the schools of this nation are incorporating computer-assisted instruction (CAI) into their curricula in efforts to enhance student achievement; and since U.S. students must be able to compete globally, the implementation of computers into the classroom seems to coincide with national demands (Postman, 1992). Regretfully, however, many schools are incorporating computers into their curricula with apparent disregard for teacher preparation and attitudes, administrative support, demographical and subject matter appropriateness, and cost (Christmann, Badgett & Lucking, 1997a; Christmann, Lucking, & Badgett, 1997). Additionally, it is Horowitz's (1998) contention that computers primarily serve as public relations trophies in some schools, projecting the illusion that such schools are on the cutting edge of academic technology. Undoubtedly, such abuse of public funds is questionable, perhaps even to the point of Riposte in Tertio in some instances. Hence, it is apparent that CAI is often thrust into s ome curricula, sans adequate preparation; and intensifying the situation, some research discloses that CAI is less effective than traditional instruction in certain academic and demographical areas (Christmann, Badgett, & Lucking 1997a). Thus, an appropriate integration of CAI into the individual curricula of America's schools is imperative.
Logically, educators should have a solid, empirically-based understanding of the optimal usages of CAI, lest such usages duplicate the implementation of schools without walls, outcome based education (OBE), and whole language, all of which were injected into the nation's curricula on the basis of assumptions that were devoid of prior research findings.
Christmann, Badgett, and Lucking (1997b) suggested that further research is necessary to determine whether or not CAI is progressively more effective in different subject areas. In compliance with this suggestion, the purpose of the present study was to compare the contributions of CAI to student achievement in grades Kindergarten through sixth. Hence, the study should reveal those areas where CAI is more, as well as less effective than traditional methods of instruction in the education of America's children.
Statement of the Problem
The necessity for improving achievement in the American elementary schools was the catalyst for conducting...
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