The Effect of Time on Computer-Assisted Instruction for At-Risk Students

This study investigated whether the mathematics achievement of at-risk students using computer-assisted instruction (CAI) differed significantly from the achievements of at-risk students using other methods of instruction. At-risk fifth graders were randomly selected across a school district and assigned to one of three groups: (a) extended computer time (T1), (b) extended time-on-task (T2), (c) control group (C). All students used classroom computers; group T1 spent an extra 60 minutes per week engaged in CAI. Group T2 had special workbooks and worked for an equal amount of noninstructional time independently. Students were pretested in December and posttested in May. Software was correlated to the text, state essential elements, the workbook, and tests; the same software was used by all students. Mean gain scores were computed and the analysis of variance and multiple comparisons tests were employed. A one-factor ANOVA was conducted on treatments and a two-factor ANOVA on gender. Analysis indicated a significant difference in achievement between boys in group T1 and boys in group T2. Girls in group T1 achieved greater gains than girls using workbooks, but not at a statistically significant level.