A comparison of computer-assisted instruction with teacher-managed instructional practices

The purpose of this study was to evaluate the effects of CAI and TMI alone and in combination, on reading and mathematics achievement of fifth grade students with mild mental retardation. A sample of 45 students who were classified as minimally mentally retarded were randomly assigned to four treatment groups as follows: Group 1 received CAI alone; Group 2 received TMI alone; Group 3 received CAI in combination with TMI; and the Control Group received regular instruction without CAI or TMI. Achievement pretests on the PIAT Reading Recognition, Reading Comprehension, and Mathematics tests were conducted at the end of the week prior to the beginning of the study. The instructional treatments followed during the next five weeks. The PIAT again was administered to all four samples following the completion of the study. Students in the CAI-only group received instruction through the use of CAI. The role of the teacher was to assist students in computer manipulation and help in interaction with the learning software. The teacher-managed instruction (TMI) treatment was conducted for mathematics and reading in 45 minute segments each day for the five week treatment period. Reading was taught using first and second grade basal readers, directed student interaction, chalkboard demonstrations, worksheets, and experience charts. Mathematics was taught similarly, using workbooks and teacher demonstrations at the chalkboard. The instruction was teacher-directed and the students' progress was closely monitored. For the combined CAI and TMI group, the same software was used as in the CAI group, as well as the same readers, worksheets, and workbooks as used in the TMI group. Instruction was approximately half TMI and half CAI. Students in the control group were taught using whatever methods their teachers chose. The major finding of the study was that CAI produced increased performance in reading and mathematics when compared to TMI or the control situation. Age and sex had no effects on achievement, and IQ was moderately to highly correlated with achievement.