COMPUTER-ASSISTED-INSTRUCTION IN ADULT BASIC AND SECONDARY-EDUCATION - A REVIEW OF THE EXPERIMENTAL LITERATURE, 1984-1992
Educational Studies and Research
Computer-assisted instruction (CAI) in the adult basic and secondary education setting continues to attract the attention of researchers attempting to examine its effects compared to traditional methods not including CAI. All of the reviewed studies utilized control (non-CAI) and experimental (CAI) groups, and most examined any differences in reading, math, and/or other areas of achievement for statistical significance. A few investigations examined attitudes towards computers as well as achievement pins. Of 12 studies meeting the criteria for review, six indicated no statistically significant differences in achievement, two had mixed results, one had significance favorable to CAI, one had significance favorable to traditional methods, and two failed to report statistical significance. Implications are discussed.
ADULT EDUCATION QUARTERLY
(1993). COMPUTER-ASSISTED-INSTRUCTION IN ADULT BASIC AND SECONDARY-EDUCATION - A REVIEW OF THE EXPERIMENTAL LITERATURE, 1984-1992. ADULT EDUCATION QUARTERLY, 43(3), 165-172.
Available at: http://aquila.usm.edu/fac_pubs/6458