Computer Aided Instruction

The difficulty with most of the foregoing research is that virtually none of it has been based on samples of Hispanic children. Thus while the findings may be valid for Anglo-American or other non-Hispanic groups, it cannot be known as to whether the research findings generalize to Hispanic children. The problem undertaken in this research was to examine whether existing findings on CAI generalize to Hispanic children by examining the effects of Computer Aided Instruction (CAI) on fifth grade, Hispanic children's math skills, critical thinking skills, and their attitudes toward computers.

Specifically, the purpose of this study was to examine differences in attitudes toward computers, math skills, and critical thinking skills for two groups of Hispanic children: (1) a group of fifth grade children who, during the school year, received Computer Aided Instruction; and (2) a group of fifth grade children who, during the school year, did not receive Computer Aided Instruction. To add clarity to the research, this introductory section of the proposal presents an examination of the literature on Computer Aided Instruction in general, and on computer usa

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-class backgrounds (most of whom were Anglo) had significantly more opportunities to gain computer training and skills than did students from lower or lower-middle class backgrounds. Computer Attitudes and Student Characteristics Bernard (1986) suggested that CAI efficacy might depend upon certain characteristics and traits of students. Clearly, the foregoing findings suggests that attitudes toward computers are also dependent upon certain characteristics and traits of students, namely upon ethnic background and/or whether there is a computer at home. A study by Collis (1985) suggests that attitudes toward computers may also be dependent upon students' attitudes towards other factors, for example gender. In her study, Collis found that in general, females view their gender as less competent than males in terms of working with computers. Oddly, Collis also found that while females believe that most females are not as competent as their male peers, they simultaneously believe that they personally are as competent. Jones (1983) conducted a study of 9th grade students in order to see whether there were true gender differences in students' competency with computers. Interestingly, she found that gender did not distinguish betw
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Approximate Word count = 6758
Approximate Pages = 27 (250 words per page)

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