Computer-assisted instruction: Demographic variables and student attitudes.

Abstract

This study was an investigation of the relationship between demographic variables and student attitudes toward computer-aided instruction (CAI). selected demographic variables were mathematics aptitude, level of education, rank, race, gender, age, computer-related experience, computer science experience, and attitude toward computers. Results of this investigation will assist designers, developers, and deliverers of CAI in producing better individualized instruction to meet the needs of culturally diverse populations.

The study looked for group differences with respect to the independent variables and the importance of the independent variable to the prediction of the dependent variable. From the results of group differences, this study constructed profiles of students who do and who do not have good attitudes toward computers and CAI. Using the General Linear Model, results showed that the variables such as average daily exposure to computers, computer science courses, and attitude toward computers were significant at the 0.05 level. Regression models showed that the attitude toward computers, average daily exposure to computers, race and computer science courses respectively served as the best predictors of attitude toward CAI in a single variable model.