Educational Alternatives to Improving Academic Achievement in Struggling Students: Is Computer-assisted Instruction within an After-school Tutoring Program the Solution?

Abstract: In this action research project I examined the use and impact of a computer-assisted instruction (CAI) program, MySkillstutor, within teacher-directed instructional lessons and independent practice sessions in a voluntary after-school tutoring program on students ’ proficiency in select reading objectives: main idea, inference, and cause and effect. Twelve students from either third or fourth grade participated in the 4-week voluntary after-school tutoring program. The influence CAI on student reading achievement was determined by comparing student performance results on a CAI pretest and teacher-generated pretest against the CAI culminating quiz and the teacher-generated posttest. Student experiences while using the CAI program were observed and documented, as was student and teacher interaction. Student preconceptions and perceptions about the use of computer-assisted instruction were captured through a pre-opinion survey and post-opinion survey, along with selected students ’ responses within individual interviews. The CAI lessons were effective in improving reading comprehension skills, and students expressed interest in additional after-school tutoring programs involving computer use. Interactions between students and teachers were greater during teacher-directed instruction than during independent practice lessons