Honing in on the Target

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Abstract
The research reported in this paper investigated the efficacy of the use of comprehensive computer based instruction for providing basic skills remediation to educationally disadvantaged student populations. Thirteen CBI programs placed in 26 elementary and secondary schools throughout the New York City school system were evaluated during the 1987/88 school year. Results reveal that CBI programs can indeed be an effective means for delivering such instruction, that they are equally effective in providing instruction in reading and mathematics to educationally disadvantaged students, and that within such population an inverse relationship exists between instructional level and achievement gains resulting from CBI use. The differential effectiveness of differing programs was also suggested in the findings. Interviews with students and teachers indicate that four features of CBI make it particularly useful to educationally disadvantaged students—CBI is perceived by students as less threatening than traditional classroom instruction, CBI programs provide extensive drill and practice with immediate feedback, CBI programs perform individualized diagnostics, and CBI implementations provide students with greater academic support.

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