The impact of computers on attitudes toward learning in sixth-grade science students

The present study examined the impact of the use of computers in science instruction on student attitudes toward learning. Two hundred fourteen sixth graders served as the sample for this study. The subjects were randomly assigned by computer to one of two teams. One team used computers in the instruction of science and the other team did not use computers in the instruction of science. The independent variable was the use of computers in instruction versus not using computers in instruction. The dependent variables were: (a) attitudes toward computers (as measured by the Attitudes Toward Computers Survey), (b) attitudes toward learning processes (as measured by the Attitude Toward Learning Processes Survey), (c) knowledge of science (as measured by the Science Subtest of the Comprehensive Test of Basic Skills), and (d) attitude toward the use of computers and learning processes (as measured by structured interview questions). The Attitudes Toward Computers Survey and the Attitude Toward Learning Processes Survey were administered at baseline, mid-year, and at the end of the year. The Science Subtest of the Comprehensive Test of Basic Skills was administered the end of the year, as were the structured interview questions. Analyses of data revealed that students who were taught in class using computers experienced significantly ($p \u3c$.05) more confidence toward computers, less anxiety toward computers, and a more positive attitude toward learning processes compared to students who were taught in class that did not use computers. Computer use did not significantly increase knowledge of subject content. In general, students who were taught in class using computers experienced a more positive attitude toward computers and learning processes than did students who were taught in class that did not use computers. The study has implications related to the applicability of alternative instructional strategies, specifically computers, and the expansion of the use of computers throughout the curriculum