help from computers. The average effect of computers in all 199 studies was to raise examination scores by 0.31 standard deviations, or from the 50th to the 61st percentile.
2. Students needed less instructional time to learn their lessons. The average reduction in instructional time was about 32 percent.
3. Students liked their classes more when they received computer help. The average effect of CAI was to raise attitude-toward-instruction scores by 0.28 standard deviations.
4. Students developed more positive attitudes toward computers when they received help from them; the average effect size on attitudes toward computers was 0.33.
5. Computers did not, however, have positive effects in every area. The average effect of CAI in 29 studies of attitude toward the course or subject matter was near zero.
The conclusion reached by Kulik and Kulik (1987) that is of particular relevance to this proposal concerns the effects of CAI on students' attitudes toward computers themselves. If as pointed out by Davis (1989) and Moore and Witmer (1991), colleges are failing in maximizing statistical education, and if learning statistics can be facilitated by CAI, then it seems reasonable to suggest that CAI, when used in statistics classes could assist in help students toward better learning of statistics. However, while CAI might remediate some of the obstacles to effective learning of statistics that stem from problems within the college system itself, there is a clear need for students to overcome their own internal obstacles to learning, one of which is negative attitudes toward computers. Kulik and Kulik's findings indicates that CAI also helps to overcome these attitudes.
Concerning negative attitudes toward computers, Jay (1981) termed this negative focus "computerphobia" defining the term as: (1) a resistance to talking or even thinking about computers; (2) fear of anxiety toward computers; and (3) hostile or aggre...