Results of a CAI Study

The first series of analyses were not tests of the study's hypotheses but rather, these analyses were preliminary analyses conducted in order to test whether the two subject groups began the study equated on the dependent measures. Thus, the conducted analyses consisted of a series of Analyses of Variance used to compare students' problem-solving, math, and critical thinking (as measured by reading comprehension) pretest scores. The means, F rations, and probability levels observed for all performed Analyses of Variance are presented in Table 1.

As can be seen from inspection of Table 1, findings for all performed analyses were not significant. In other words, the two subject groups began the study equated for problem-solving, math, and critical thinking skills.

Means, F ratios, and Probability Levels Observed For

Analyses of Variance Comparisons of Students' Problem-Solving,

Math, and Critical Thinking (Reading Comprehension

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ficant. In relation to the study's first hypothesis that Computer Aided Instruction would improve the positivity of students' attitudes toward computers, it can be stated that posttest Analyses of Variance, Chi Square Analyses, and the Analysis of Covariance, when taken together, offer only partial support for the hypothesis. Support is considered to be only partial because many items did not show significant differences and because both the Analysis of Variance and the Analysis of Covariance conducted on overall attitude scores was not observed to be significant at the .05 level. Posttest Analyses: Hypotheses 2 and 3 Hypotheses 2, and 3, respectively, predicted that students' math and problem-solving skills, and their thinking skills, would be significantly higher in the Computer Aided Instruction group than in the non-Computer Aided Instruction group. Several statistical procedures were conducted to test Table 3 Findings Observed For Analysis of Covariance Conducted on Overall Attitude Scores _________________________________________________________________________________________________________________________________ SOURCE DF SS MS F p ________________________________
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