Abstract
Background:The aim of this pilot study was to assess the effectiveness of a computer-based intervention on children who were average in academic performance.Materials and Methods:Twenty-one children aged between 8 and 11 years, in classes 3rd, 4th or 5th formed the sample with 12 in the experimental (who underwent the computer-based training) and 9 in the control group (who did not undergo the training). Pre- and post-assessment was done for all children using a battery of intelligence tests, and the marks obtained by the child at school. The difference in performance of the two groups was compared using the t test.Result:There was significant improvement within the performance of the experimental group in cognitive functioning (P<0.05) and school marks (P<0.05), as compared with the children in the control group. The limitations of the study include the small sample size, non-random allocation to groups and the (pre and post) assessments being carried out by the researcher. However, the trend of results is promising.Conclusion:Thus, a brief computer-aided intervention for improving neuropsychological functions such as attention and working memory has had a positive impact on the cognitive and academic skills of children who were average in scholastic performance.
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