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Honing in on the Target: Who among the Educationally Disadvantaged Benefits Most from What CBI?
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Abstract

The research reported in this paper investigated the efficacy of the use of comprehensive computer-based instruction (CBI) for providing basic skills remediation to educationally disadvantaged student populations. Thirteen CBI programs placed in 26 elementary and secondary schools throughout the New York City school system were evaluated during the 1987-88 school year. Results reveal that CBI programs can indeed be an effective means for delivering such instruction, that they can be as effective in providing instruction in reading as they are in providing mathematics instruction to educationally disadvantaged students, and that within that population an inverse relationship exists between instructional level and achievement gains resulting from involvement with CBI. The differential effectiveness of differing programs was also suggested in the findings. Interviews with participating students and teachers indicate that four features of CBI make it particularly useful to educationally disadvantaged students-- CBI is perceived by students as less threatening than traditional classroom instruction, it provides extensive drill and practice exercises, it typically provides individualized diagnostics, and CBI programs provide students with greater academic support. Results of data analyses are reported in 18 tables. (14 references) (Author)

Citation

Swan, K. Honing in on the Target: Who among the Educationally Disadvantaged Benefits Most from What CBI?. Retrieved September 17, 2019 from .

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