Abstract
This study was made on four intact groups of fifth grade students, based on a quasi-experimental research method. The purpose was to discover what effect use of microcomputers may have on student self-concept and math test scores and, also, of level of school performance interacts with such effects. One set of independent variables was microcomputer uses: Computer-Assisted-Instruction (CAI) and Computer-Augmented-Learning (CAL); the other set was school performance levels; high-performing and low-performing, according to California Assessment Program (CAP) criteria. Dependent variables of self-concept were: aspiration, anxiety, academic interest and satisfaction, leadership and initiative, and identification vs. alienation, according to the measurement instrument, Dimensions of Self-Concept (DOSC). Dependent variables of math test scores were: math concepts, math computation, and math word problem-solving, according to the measurement instrument, Stanford Achievement Test (SAT). Data were organized in a two-way analysis of variance design of school performance levels and types of computer use. Unobtrusive measures were also gathered, as were surveys of teachers' perceptions of students' progress in self-concept and math achievement and students' self-perceptions of the same. Duration of the study was for six months while, in addition to the regular math program, some students used microcomputers for drill and practice (CAI), and others used microcomputers for programming (CAL). The findings of this study did not validate often held assumptions that CAI much improves students' math computation nor that CAL enhances the students' self-concept. However, a significant main effect for computer use was found. Math concept scores were significantly enhanced for students who used CAI, especially for students of low-performing schools. Also, a significant main effect was found in the self-concept dimension of Identification vs. Alienation, with students feeling more alienated towards school at the end of the study, particularly those from low-performing schools. It was recommended that schools consider using CAI for the likelihood such use may enhance math concept scores. Also, replication of the study should use CAI software that has learning objectives aligned exactly with test objectives, to maximize productivity of the CAI experience for test score gains.