Computer~ in Human Behavior, Vol. 1, pp. 59-74, 1985 0747-5632/85 $3.00 + .00 Printed in the U.S.A. All rights reser;,ed. Copyright © 1985 Pergamon Press Inc. Effectiveness of Computer-Based Education in Elementary Schools James A. Kulik, Chen-Lin C. Kulik, and Robert L. Bangert-Drowns UNIVERSITY OF MICHIGAN Abstract--A meta-analysis of 32 comparative studies showed that computer-based education has generally had positive effects on the achievement of elementary school pupils. These effects have been dif- ferent, however, for programs of @line computer-managed instruction (CMI) and for interactive computer-assisted instruction (CAI). The average effect in 28 studies of CAI programs was an increase in pupil achievement scores of O. 47 standard deviations, orfrom the 50th to the 68th percen- tile. The average effect in four studies of CMI programs, however, was an increase in scores of only O. 07 standard deviations. Study features were not significantly related to study outcomes. Computers are fast becoming an important factor in elementary school teaching. The number of computers in American elementary schools has increased by a factor of at least 10 during this decade, and the majority of schools now own them (Becker, 1983). The use of computers in teaching is nonetheless a difficult subject to bring into focus. Researchers and developers disagree on some of the basic issues. Even the terminology in the area is open to dispute. The acronym CAI is often used, but it is variously interpreted as standing for computer-assisted instruc- tion, computer-aided instruction, computer-augmented instruction, or computer-administered instruction. Other terms used in the area are computer-managed instruction, computer- based learning, and computer-based instruction. Computer-based education, or CBE, is becoming increasingly popular as a generic term for the area because it encom- passes a broad spectrum of computer applications (Hall, 1982). Researchers also differ in their opinions on the best way to subdivide the area. Early taxonomies of CBE usually distinguished between four uses of the com- puter in teaching (Atkinson, 1969; Watson, 1972): (a) In drill-and-practice appli- cations, the teacher presents lessons to pupils by conventional means, and the The material in this report is based upon work supported by a grant from the Exxon Education Foundation. Any opinions, findings, and conclusions or recommendations expressed in this report are those of the authors and do not necessarily reflect the views of the Exxon Education Founda- tion. The authors thank David Shwalb and Jolie Spring for their invaluable assistance in locating studies for the report. Requests for reprints should be sent to James A. Kulik, Center for Research on Learning and Teaching, University of Michigan, 109 E. Madison St., Ann Arbor, MI 48109. 59