Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
John Reynolds
Committee Member
GiGi Outz
Committee Member
Barbara Packer
Keywords
computer assisted instruction, computer managed instruction, interactive multimedia curricula, I CAN Learn Education Systems, mathematics, middle schools, Pre-Algebra, problem-solving skills, Quality Core Curriculum, self-paced learning, Stanford Nine Achievement Test, Criterion Referenced Competency Test, technology, 8th-grade students
Abstract
This applied dissertation was designed to determine if the Pre-Algebra Interactive Computer-Aided Natural Learning Education System (I CAN Learn Education Systems, 1999) could improve 8th-grade students’ performance in math on the Stanford Nine Achievement Test and Criterion Referenced Competency Test. Students are encouraged to become lifelong learners through a self-paced learning environment.
The writer implemented this system to deliver interactive multimedia curricula, enabling each student to learn at his or her own pace. Instruction was delivered to each student through a television-quality video, which is an integral part of every I CAN Learn (I CAN Learn Education Systems, 1999) lesson. This technology delivers a high-quality curriculum content that is aligned with Quality Core Curriculum objectives, addresses a diversity of learning styles, and also provides true equity in education for every student, both traditional and nontraditional.
The results of the I CAN Learn Math Lab (I CAN Learn Education Systems, 1999) showed that the 25 students who participated in the applied dissertation improved their math level 1.0 to 2.0 years. Not all the students were on their appropriate grade level as 8th graders, but they had shown positive gains toward becoming better math students. The greatest weakness in math was students not knowing their multiplication facts and being unable to use division skills effectively. Because of the numerous reading problems, there was a notable improvement in students’ problem-solving skills.