Effects of Computer-Assisted Instruction and Teacher-Assisted Instruction on Arithmetic Task Achievement Scores of Kindergarten Children

Abstract

AbstractThis study tested for differences in the effects of computer- and teacher-assisted instruction on the numeral recognition and cardinal counting scores of 53 kindergarten children. Subjects were taught numbers 1-10 or 11-20 according to their pretest score. Findings suggest that the computer may not be as effective as the teacher with children who are just beginning to recognize numerals but may be superior with children who have a better understanding of the concept. Observations indicated that these children were more comfortable with the computer than those children with less understanding.