Students’ perceptions of computer assisted instruction environment and their attitudes towards computer assisted learning

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Abstract
The attitudes towards computer assisted learning and the perception of the difference between the computer assisted instruction environment and conventional classroom were measured for a group of 137 fifth‐graders enrolled in a computer assisted science instruction. Positive attitudes towards learning from computers were found. Perceptions of the students were in favour of the computer assisted instruction. Although in all scores boys tend to be slightly more positive, no significant differences were found between the sexes. Attitudes were correlated with perceptions; the cognitive dimension was most significantly correlated with the attitudes.