THE EFFECT OF COMPUTER-ASSISTED INSTRUCTION ON MOTIVATION AND ACHIEVEMENT IN FOURTH-GRADE MATHEMATICS

Statement of Problem. Computer usage in schools is becoming widespread, and it is considered to be an influential learning tool. However, there is controversy over effective usage. A paucity of empirical research exists concerning how computer-assisted instruction (CAI) drill and practice affects motivation and achievement of school children. Procedures and Methods. This study investigated the processes by which variation in format for presenting multiplication problems (CAI versus paper-and-pencil) may influence children\u27s motivation and achievement. A sample of 69 fourth-grade children was classified in one of two groups, labelled achiever or underachiever. Group assignment was based on a comparison of each student\u27s standard score on the mathematics subtest of the Comprehensive Tests of Basic Skills with that on the Test of Cognitive Skills. The students were randomly assigned to one of three instructional methods: (1) CAI multiplication drill and practice with a reward game (CAIm), (2) CAI multiplication drill and practice without a reward game (CAI), and (3) an equivalent multiplication paper-and-pencil drill and practice without a reward (Pap&pen). Motivation was defined as the number of problems attempted. Achievement was defined as the number of problems completed correctly. The instruction lasted for one month. Repeated measures analyses of covariance were performed on the achievement and motivation dependent variables. Achievement was measured also by a pretest and posttest comparison, using the pretest as a covariate. Results. Results indicated that both achievement and motivation were related to instructional method. When motivation was defined as amount of time the student participated in the study, the CAI and CAIm students were more motivated than the Pap&pen students. When achievement was defined as the number of multiplication problems completed correctly, the CAI students achieved more than the CAIm students, followed by the Pap&pen students. When achievement was measured by pre- and post- achievement test comparison, there were no significant effects. There were no significant interactions between method of instruction and type of achiever. Conclusions. This research suggests various approaches to further study the effect of CAI on motivation and achievement. In addition, computer technology needs to be integrated with sound curriculum theory of instruction in mathematics