A study used the naturalistic method of inquiry in order to investigate the CAI (Computer Assisted Instruction) contribution to students' performance in arithmetic and to identify possible problems. The study was aimed at understanding the holistic environment of students' individualized drill in arithmetic with the computer. (BS)

This study identified differences in elementary school students' performance of arithmetic tasks using paper and pencil and computer-assisted instruction. Many were found to perform more poorly using the computer, while others showed the opposite tendency. These findings challenge the validity of decisions made by the computer-based management…

Discussion of limiting response time for students' answers focuses on a study of Israeli elementary students that investigated the effects on their performance of increasing the response time in computer-assisted instruction (CAI) for arithmetic drill and practice. Effects on high- versus low-aptitude students, and younger versus older, are…

Israeli teachers (N=142) were surveyed in a study designed to identify the effects of computer-managed practice on teaching methods, factors which encouraged teachers' adoption of computers for instruction, and the effects of this type of instruction on student learning. (IAH)

Examines the effects of competition and cooperation on learning through computer-assisted instruction (CAI). A questionnaire was administered to 457 Israeli fourth graders who used two CAI arithmetic systems. The characteristics of the systems are discussed, and the results of the survey are correlated to students' gender and achievement levels.…

Discussion of the use of computers for systematic individualization of instruction focuses on a study of elementary school students using computer-managed drill and practice in arithmetic in four different systems. A model for decision making in computer-managed practice systems is presented, and the role of the teacher is discussed. (43…

The differential effects of computer-assisted instruction for high-achieving and low-achieving students were examined for seven elementary students of varied background. Higher-achieving students were more able to adjust to the requirements of computer work and to derive benefit from it than were lower-achieving students. Implications for teaching…

Describes the process through which four high-achieving second graders constructed their knowledge and misconceptions of rounding concepts gained from using computer-based practice sessions which provided full solutions to examples but without verbal explanations. (31 references) (MKR)

Describes study of Israeli elementary school students that examined student attitudes toward computer-assisted instruction (CAI) designed to provide drill and practice in arithmetic. Attitudes are compared in relation to students' aptitude, gender, grade level, and socioeconomic status, and implications for the design of CAI systems are discussed.…

A student was observed practicing arithmetic with a computer-assisted instruction (CAI) system. She enjoyed practice and believed that it helped. However, she consistently failed to solve problems on the computer that she could do with pencil and paper. This paper suggests reasons for her problems and draws implications for CAI. (Author/PK)

Examined the problem-solving strategies of above average students (n=42) in grades 2-4 on problems involving forgotten or new material while practicing arithmetic with a computer. Identified the different problem-solving strategies used, sorted them into categories, and illustrated them with examples from students' protocols. Made suggestions for…