Computer-assisted instructional methods: A factorial study within mathematics disadvantaged classrooms

This study reported the contribution of computer-assisted instruction (CAI) employed in traditional and individualized classrooms to cognitive and personal growth of third-grade disadvantaged children (N = 204). Results showed that CAI facilitated the acquisition of mathematics skills, alleviated mathematics anxiety, and reduced external locus of control. An ordinal interaction of CAI × Individualized Instruction was obtained only for the measure of locus of control. CAI students were less externally oriented than non-CAI subjects, but the difference was larger within the individualized setting than within the traditional setting. Educational implications of the findings are discussed in terms of an information-processing model.