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The students’ most common response regarding the differences between their procedures and those of Miriam and
Yossi concerned the resources (books and Internet) used, as indicated in table 4. The table shows that students
approve of both resources; yet the public-school classes tend to prefer the Internet, as reflected in the fact that about
half of Serge’s and Yaakov’s students (48% and 54%, respectively) objected to Miriam’s decision to use books
primarily and only about a quarter (24% and 27%, respectively) objected to Yossi’s decision to rely exclusively on
the Internet. In contrast, Gidi’s class had a more balanced attitude towards the use of books and the Internet, as
reflected in the fact that nearly half of the class asserted that unlike Yossi they would use books and 37% objected to
Miriam’s choice of resources.
Part C
Table 5 presents students’ responses to statements regarding the relationship between computers/Internet and
learning as well as the intellectual gains from school and history classes on a scale of 1 to 4, where 1 and 4 represent
strong disagreement and strong agreement, respectively. For each statement, the mean (M) and the standard
deviation (sd) of each class is shown. An asterisk (*) was added near the mean to indicate significance according to a
t-test (p