Effects of computer-assisted mathematics instruction on disadvantaged pupils’ cognitive and affective development

Schofield (1981) demonstrated a degree of incompatibility in simultaneously maximizing pupils’ cognitive and affective outcomes in elementary school mathematics. In contrast, computer-assisted instruction (CA1) incorporates elements that should facilitate accomplishing both goals. This study was conducted to investigate the impact of CA1 on the mathematical achievement and self-concept as well as the perception of the quality of school life among disadvantaged boys and girls in third, fourth, and fifth grades (N = 376). Results indicated that in a combined CAI-traditional program, as oppossed to only traditional instruction, students consistently scored higher on both cognitive and affective measures while grade level and gender were generally nonsignificant. Differences between this study and previous research are discussed as well as the differential influence of CA1 and traditional instruction on disadvantaged pupils.