This study examined whether the problem-solving skills, mathematical skills, thinking skills, and attitudes toward computers in a sample of 5th grade Hispanic children were improved by a program of Computer Aided Instruction. Improvement was assessed by conducting comparative analyses on two student groups: (1) a group of students who received only standard classroom instruction; and (2) a group of students who, in addition to standard classroom instruction, also received the program of Computer Aided Instruction.
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) Skills
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SKILLS Experimental Control F ratio p
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Critical-Thinking10.94710.375.208.651
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The first posttest analyses perfor...