AN INVESTIGATION ON EFFECTS OF COMPUTER-ASSISTED INSTRUCTION (CAI) ON LEARNING INTEREST AND ACADEMIC ACHIEVEMENT FOR STUDENTS IN ELEMENTARY AND JUNIOR HIGH SCHOOLS

• Main Authors: Huang,Yi-Yen, 黃弌言
• Other Authors: Hwang, Yi-Ting
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/77007065321421009462

碩士 === 國立臺北大學 === 統計學系 === 99 === Computer-assisted instruction (CAI) is nowadays pervasive in classroom practice owing to the advent and thriving development of computers and information technology as well as the widespread use of information appliances. One of the advantages is that the learning environment becomes more interactive and animated. Thus, the aim of this study is to study the key determinants that influence students’ interest and academic achievement when CAI programs are implemented in their classes for the students in the elementary and junior high schools. We used the data collected by a survey that designed and conducted in 2009 by Research, Development and Evaluation Commission, Executive Yuan (RDEC) on elementary and junior high school student e-learning opportunities. There were 2499 eligible respondents who received CAI as prime or subsidiary instruction in class. Two measures for measuring contributions of CAI were discussed including learning interest and academic achievement. Logit regressions were conducted to identify significant explanatory variables associated with two outcomes. Factors influencing students’ interest in learning and their learning outcomes were compared and discussed accordingly. The results showed that students who were junior and were encouraged more by parents to learn computer skills, possess relatively better information skills, had more regular need to use the computers/Internet to gather information and to perform assignments, were came from families that parents work at executive and management positions, were from lower income families, and were studied in schools that principals possess better information skills, had higher learning interest and higher academic achievement. Furthermore, the grade and encouragement from parents were more significantly associated with their learning interest, while students’ academic performance was more related to parental occupation as well as the frequency of using the computers/Internet to collect information and do assignments. Higher learning interest and better academic achievement can be achieved by improving the information skill of the principals and students, persuading parents to encourage their children to use computer and encouraging the students to use internet to find information and finish assignment.