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Computer-Based Drill and Practice in Arithmetic: Widening the Gap between High- and Low-Achieving Students
ARTICLE

American Educational Research Journal Volume 25, Number 3,

Abstract

The differential effects of computer-assisted instruction for high-achieving and low-achieving students were examined for seven elementary students of varied background. Higher-achieving students were more able to adjust to the requirements of computer work and to derive benefit from it than were lower-achieving students. Implications for teaching are discussed. (SLD)

Citation

Hativa, N. (1988). Computer-Based Drill and Practice in Arithmetic: Widening the Gap between High- and Low-Achieving Students. American Educational Research Journal, 25(3), 366. Retrieved August 3, 2020 from .

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