The impact of high access to computers on learning in mathematics, English and science

Citation

Gardner J, Morrison H & Jarman R (1993) The impact of high access to computers on learning in mathematics, English and science. Journal of Computer Assisted Learning, 9 (1), pp. 2-16. https://doi.org/10.1111/j.1365-2729.1993.tb00259.x

Abstract
Researchers at Queen's University, Belfast recently completed a study into the potential of portable ‘laptop' or ‘notebook' computers in schools. Over 235 pupils in nine schools were provided with a personal portable computer for a whole school year. One aspect of the research was to assess the impact which the high access to information technology (IT) had on the pupils' learning. Five experimental/control class groups (with/ without laptops) were matched for age, gender and ability. The performance of these pupils in mathematics, English and science tests was measured before and after the ‘treatment' period and the comparisons were analysed. A number of interesting effects were observed and these indicated, with due recognition of the project constraints, that the impact of high access to computers on learning in mathematics, English and science was at best marginal.

Keywords
Access; Assessment; English; Mathematics; Portable computers; Science

Journal
Journal of Computer Assisted Learning: Volume 9, Issue 1

People

Professor John Gardner

Professor, Education