The Effect of Computer-Assisted Instruction on Achievement and Academic Self-Concept of Third-Grade Students

Abstract

This research aimed at studying the effect of computer assisted instruction on the achievement, and academic self-concept of third grade students. The sample of the study consisted of (114) students selected intentionally, and distributed to two groups: an experimental group consisting of two classes and one class as a control group. The experimental group studied the Arabic language through a computerized program, while the control group was taught by the traditional method.Analysis of covariance (ANCOVA) revealed statistically significant differences between the two groups, in favor of the experimental group in achievement.But no significant differences were found in the academic self-concept between the two groups.