Cultural Relevance And Computer-Assisted Instruction

Abstract

We describe an exploratory study that focuses on culturally relevant computer-assisted instruction. We present findings from two elementary schools where students engaged in a computer simulation, Riding the Freedom Train. The Underground Railroad was used as a theme to develop the storyline. Findings show no significant differences between the mathematics and science scores of students at the two schools and no significant gender differences. Therefore, having no school or gender effect implies that the software is an effective tool that can be used to engage African-American students in culturally relevant tasks to improve science and mathematics achievement.

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