The purpose of this study was to determine the effects of participation in a Computer-Assisted instructional program (CAI) on fourth grade student attitudes and achievement in reading and mathematics. This study, based on Campbell and Stanley's quasiexperimental design 10, utilized Diascriptive Reading software for the CAI mathematics group and Milliken Math Sequences software for the CAI mathematics group and was completed by 242 students. The time span between pretests and posttests was seven months. Iowa Tests of Basic Skills, Level 10, Form 7/8 was used for achievement testing and Estes Attitude Scale was used for attitude testing. Analysis of covariance was used to determine significance at the .05 level. The findings for this study were: 1. Reading Comprehension posttest scores were significantly higher for the control group than for the reading experimental group; 2. Reading Comprehension posttest scores were not significantly higher for boys than for girls within the reading experimental group; 3. Total math posttest scores were significantly higher for the mathematics experimental group than for the control group; 4. Concepts and Computation math subsets posttest scores were significantly higher for the mathematics experimental group than for the control group. There were no significant differences between the posttest scores …

The purposes of this study were to analyze (1) the changes over time in the state anxiety level of children in a computer-assisted program of reading instruction and in classroom reading instruction, (2) the changes in state anxiety patterns as related to gender, achievement level, and ethnicity, and (3) the difference in anxiety levels of the students while in computer-assisted reading instruction and classroom reading instruction.

The focus of this study was to determine the unique contribution of I.Q., gender, instructional organization, time on the computer, classroom instructional time, ethnicity and total instructional time to the predictability of achievement gain in a computer-assisted instructional setting in reading. The sample consisted of 2,000 students in grades three and five from a large suburban school district in the Dallas - Fort Worth area. The students were given the Iowa Test of Basic Skills to determine reading achievement gains and the Cognitive Abilities Test to determine I.Q. levels. The study was conducted over a five month period during the 1984 - 1985 school year. Using multiple regression, the data were analyzed.

This paper discusses corporal punishment as a disciplinary method in American public schools. The effectiveness of corporal punishment is investigated. Chapter I introduces corporal punishment as a pertinent educational issue. Chapter II discusses the historical development of corporal punishment. Chapter III discusses the legal ramifications of corporal punishment. Chapter IV looks at surveys and studies that have been conducted in regard to the issue. Chapter V discusses a survey of teachers in Lewisville, Texas. Teachers responded to 42 statements pertaining to corporal punishment. Chapter VI concludes that research indicates that corporal punishment will not be effective unless it is administered harshly and consistently. The paper concludes that corporal punishment will not be necessary if higher educational institutions train teachers in alternative methods.