Existing literature on Computer Aided Instruction (e.g. Bernard, 1986; Clements, 1986; Norton & Resta, 1986) indicates that this instructional mode, when supplemented by teacher instruction, may operate to elevate or improve both the math skills and the thinking skills of elementary school children.
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 usage in relation to students' attitudes, math skills, and critical thinking skills in particular.
Over the past twenty years, there have been many studies done in the area of CAI. Niemiec and Walberg (1987) presented an extensive review of this research. The authors concluded that, on the average, about 66 percent of students receiving CAI scored either at or above the median of their control counterparts; control counterparts consisted of students who were matched on ages and sex but ...