Abstract
The effects of an integrated distributive computer network system with Wasatch ILS courseware on reading, math, and language achievement of second through sixth grade students were investigated over a period of eight months. Two elementary schools implementing the advanced computer technology with three PCs and a printer installed in every classroom were compared with two comparative schools with similar demographics of low-socioeconomic and high limited-English-speaking students with no computer instruction in regular classrooms. The schools represented two elementary school districts in Southern California. Pretest and posttest CTBS-U total reading, total math, and total language scores were collected for 1,224 students participating in the study. Changes in scores were statistically analyzed by a two-tailed independent t test for change scores. Significant differences in achievement gains were indicated in total reading, total math, and total language scores for low-achieving students in the treatment group. Significant gains in math were found at grades two and six. Language gains were found at grades three and six. Significantly greater changes in reading, math, and language achievement were also found for low-achieving students who used the computer network system than for low-achieving students who received no computer instruction in school. These differences were in grade five for reading; grades two and six for math; and grades three and six for language. No significant differences were found between low-achieving students who used computers in the classroom and low-achieving students who received instruction in a computer lab. Perceptions of implementing teachers interviewed revealed a positive impact of the computer system on increased academic performance, motivation, and task persistence of students. Major conclusions reached were that the integrated distributed computer network system: (1) was more effective than traditional instruction in increasing reading, math, and language achievement for low-achieving students; (2) was as effective as computer lab instruction in increasing achievement for low-achieving students; (3) was as effective as traditional instruction in increasing achievement for high-achieving students; and (4) has had positive effects on student motivation, attitude, instructional task persistence, and the organization, quantity, and quality of student writing. The advanced technological system investigated is proposed as a model for implementation of computer technology to other school districts who are interested in integrating computers into classrooms, providing equitable computer access and training to all students, better preparing them for the future workplace.