A Study To Examine The Effectiveness of Computer-Assisted Instruction On Mathematics Achievement When Compared To Traditional Instruction
Date of Award
Doctor of Philosophy in Computing Technology in Education (DCTE)
Center for Computer and Information Sciences
Steven R. Terrell
This study examined student performances, in a comparison between computer-assisted instruction and traditional instruction to determine if there were significantly higher achievement scores by microcomputer users. The purpose was to identify a teaching strategy that would accelerate attainment of mathematics skills needed for the multiplication of whole numbers. Secondary analyses were conducted via post hoc testing to assess interactions within and/or between the treatment and control groups on age, gender and ethnicity. The population for this study was taken from a small, inner-city elementary school with a population of 485 students. The ethnic makeup of the school was White, Non-Hispanic; 23.8% Black, Non-Hispanic; 2.0% Asian/Pacific Islander; and 10.6% Hispanic. Forty percent (40%) of the student population represented the lower level of the economic scale.
The study involved two (2) groups of fourth graders and two (2) groups of fifth graders. Each group consisted of thirty students. At each grade level, the control groups learned basic mathematics skills using pencil and paper while students in the treatment groups learned basic mathematics skills using computer-assisted instruction. All students participating in the study were administered a pre and posttest from tests in the currently used mathematics textbook. Student scores, age, gender, and ethnicity were analyzed using an Analysis of Variance (ANOVA). An Analysis of Covariance (ANCOVA) was conducted on pretest results showing significant differences between variables. The analyses was performed using SPSS, Statistical Package for the Social Sciences. Recommendations in this study included: (1) follow-up studies conducted to determine the effect of computer assisted instruction on retention of basic mathematics skills, (2) changes in the existing mathematics curriculum for use of computers in the classroom on a daily basis, and (3) further studies to determine the effectiveness of computer-assisted instruction in other areas of the curriculum.
Mary Ann Jackson McIntyre. 1994. A Study To Examine The Effectiveness of Computer-Assisted Instruction On Mathematics Achievement When Compared To Traditional Instruction. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Center for Computer and Information Sciences. (718)