Date Awarded

1991

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

G. William Bullock, Jr.

Abstract

The purpose of this study was to determine whether computer assisted instruction of mathematics produces significantly greater improvement in mathematics performance of low achieving ninth grade students than teaching mathematics skills without computer assisted instruction.;The sample consisted of four classes (N = 46) of ninth grade students who had registered for the course "Mathematics Nine," and whose eighth grade ITBS scores fell between the 1st and 30th national percentile. Identified students were randomly assigned to one of four instructors and one of two instructional groups (computer assisted instruction or non computer instruction). Two classes with different instructors were taught the standard 9th grade mathematics curriculum augmented with computer instructed drill and practice, simulation, and games. Two classes with different instructors were taught the standard 9th grade mathematics curriculum with the conventional (teacher directed) instructional technique without computer assisted instruction. The treatment group used 16 Apple IIe microcomputers. Treatment and control groups were taught at alternating periods 3rd through 6th for 50 minutes daily. The Iowa Test for Basic Skills mathematics subtest and the Test of Achievement and Proficiency mathematics subtest were administered to all students as pretest-posttest measures of student performance in mathematics. A system wide standard exam was administered first and second semester to assess student performance in terms of the divisions mathematic program and as multiple indicators of treatment effect.;The major findings of the study were: (1) Significant differences (p {dollar}<{dollar}.05) in total mathematics achievement gains were found between students receiving computer assisted instruction and those not receiving CAI. Students receiving CAI increased mean scores on ITBS/TAP from the 11th percentile to the 30th percentile. (2) No significant differences (p {dollar}<{dollar}.05) in computation, concepts, and problem solving achievement gains were found between students receiving computer assisted instruction and those not receiving CAI. (3) No significant differences (p {dollar}<{dollar}.05) were found in the performance of the non-computer and the computer groups on the division city-wide exams.

DOI

https://dx.doi.org/doi:10.25774/w4-tq60-6h22

Rights

© The Author

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