enhanced, if the math problems are made relevant or personal to the students.
Like the Anand and Ross (1987) study, other studies have demonstrated the efficacy of Computer Aided Instruction for the learning of academic skills. Clements (1986), for example, found that students' cognitive and creative skills improved with the use of CAI. Similarly, Norton and Resta (1986) found that standard lecture instruction, when compared to computer-aided skills instruction, was significantly less effective in elementary school students' acquisition of problem-solving skills.
It might be noted that not all studies are supportive of the efficacy of efficacy of Computer Aided Instruction. In this regard, Harckham (1986) found that microcomputer instruction in both reading and math skills failed to elevate the overall problem solving abilities for a sample of handicapped elementary school students.
Some good reviews of the Computer Aided Instruction literature have been published. One
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