Education, Elementary--United States

This study used a discriminant analysis procedure to identify the
demographic variables (school, teacher, grade level, subject, test used
for evaluation, semester of treatment, and gender) or subsets of variables
that would predict elementary students' success with computer assisted
instruction (CAl). Also, multiple factorial analyses of variance were
performed to test the interaction effect between treatment (CAl) and the
demographic variables. Recommendations suggest that future research attempt to identify
the appropriate teacher training in the use of computers for instruction that
will produce recurring student achievement with CAl. It is also suggested
that future research examining the academic effects of CAl in the
elementary classroom (grade 2 through 5) should not be concerned with
the grade level of the student, the subject being studied (mathematics or
language arts), the test used for evaluation (local or standardized), or the
gender of the student.

Given both the unprecedented attention to the importance of providing children with the best possible science textbooks and the overwhelming evidence that students in the United States are severely lacking the most basic science knowledge, the decline in the number of students pursuing science degrees is alarming. In spite of all the efforts being made, a disparity still exists between (1) the wealth of science information available, (2) the apparent ease of access to scientific information, and (3) the lack of scientific academic progress being made in classrooms across the United States. A literature review was conducted which included the areas of textbook analysis and textbook readability levels, the fields of textbook analysis and readability, and findings from recently published books about textbook readability. The majority of the literature reflected an urgent need for science textbooks to be revised. Based on the information gathered during the literature review, the study examined the readability levels of elementary level science textbooks that were published by six textbook publishers. Results from the study revealed that when used properly, readability formulas provide an objective look at textbooks. After applying these formulas to the selected elementary level science textbooks, it became clear that very few changes were implemented between the most recent previous editions and the current editions. The textbooks remain too difficult for the students using them. The findings from this study will help science textbook publishers and textbook writers see that some changes need to be made in the way their textbooks are written. In order to maintain a competitive edge in the global marketplace, more students need to pursue science. In order for more students to do that, they need to pursue science degrees, but in order for them to pursue science degrees, they need to have a certain degree of confidence and level of interest in the subject matter. For that to happen, science textbooks need to be more inviting, more user-friendly, and more interesting to the readers. This study concludes with recommendations for further research.