The academic impact of classroom computer usage upon middle-class primary grade level elementary school children

The purpose of this study was to examine the academic impact of classroom computer usage upon middle-class primary grade level elementary school children. Through the employment of the computer as an instructional tool, the achievement level of second grade children was examined. As students interacted with software that provided them learning opportunities to succeed in the technology centered classroom, a comparison was made with students learning in a traditional teacher centered environment. The achievement results of these two different learning paradigms were analyzed to determine the influence they had upon the learner.;This study was a quasi-experimental design using the causal-comparative method. The purpose was to study the possible causes and effects of academic achievement by comparing students receiving computer-assisted instruction with similar students who did not receive computer-assisted instruction.;An analysis of covariance was used to answer the following research questions: (1) Do students who receive computer-assisted instruction have higher reading achievement test scores than similar students who receive traditional instruction? (2) Do students who receive computer-assisted instruction have higher vocabulary achievement test scores than similar students who receive traditional instruction? (3) Do students who receive computer-assisted instruction have higher spelling achievement test scores than similar students who receive traditional instruction? (4) Do students who receive computer-assisted instruction have higher mathematics achievement test scores than similar students who receive traditional instruction?;The Iowa Test of Basic Skills (ITBS) was administered to measure the achievement scores of the students in the areas of reading, vocabulary, spelling and mathematics. The Cognitive Abilities Test (CogAT) was administered to measure the quantitative ability of the tested students. The dependent variable was the ITBS and the covariate was the quantitative cognitive ability score. Both the ITBS and the CogAT are combined into one testing instrument called the ITBS/CogAT.;The findings from the study indicate that a significant difference was demonstrated in favor of the computer-assisted instruction students. The results indicated that the reading, vocabulary, spelling and math problem solving achievement scores of this experimental group had better adjusted mean scores in comparison to the traditional instruction students.;Supported by the statistical information calculated from the ANCOVA, all four of the hypotheses stated were accepted. The conclusion from this study was that computer-assisted instruction does have a positive impact upon the achievement levels of middle-class primary grade level elementary school children.