A comparison of computerized and traditional instruction in the area of elementary reading
Jon Paul Campbell, The University of Alabama, United States
The University of Alabama . Awarded
This study was conducted to investigate the effects of computer-assisted instruction (CAI) in the area of reading on the students' critical thinking skills in two upper elementary grades in the Etowah County school district. This study specifically attempted to compare differences in critical thinking skills between students' who received computer-assisted instruction in the area of reading using the Computer Curriculum Corporation SuccessMaker curriculum software package and students' who receive no computer assisted instruction. A review of literature revealed that almost no attention had been devoted to the study of computerized instruction and critical thinking skills, although considerable research has been concerned with gain scores and achievement test data.
This study found that there were few significant differences in critical thinking skill improvement between students who received CAI and students that didn't. Several recommendations for future research were made with regard to the method of supervision, differences between laboratory implementation and classroom implementation, and additional research to determine lementation, and additional research to determine any differences in subsequent years of CAI implementation.
Campbell, J.P. A comparison of computerized and traditional instruction in the area of elementary reading. Ph.D. thesis, The University of Alabama.
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