CEC Theses and Dissertations


A Study of the Effects of A Hypertext Computer-Assisted Instruction in Mathematics on the Achievement Levels of Fifth-Grade Students

Date of Award


Document Type


Degree Name

Doctor of Philosophy (PhD)


Center for Computer and Information Sciences


Steven R. Terrell

Committee Member

John Kingsburry

Committee Member

Laurie Dringus

Committee Member

George K. Fornshell


This study investigated the effects of hypertext computer-assisted instruction in mathematics on the achievement levels of fifth-grade students. The purpose of this study was to determine whether students who received the hypertext computer-assisted instruction performed significantly different in mathematics achievement than students who received the classroom instruction by the respective teacher. The classroom instruction for the students in this study involved manipulative teaching methods that included math relay games, team tournament, and Activities that Integrate Mathematics and Science (AIMS) work sheets.

The research method used was a pre-test / post-test research design method with control and experimental groups of equal size. Random selection was used to select students for the groups from the population of students who had parental permission to participate in the study. Forty fifth-grade students were randomly selected for the control and experimental groups. All students were administered a pre-test on mathematics achievement at the beginning of the study to establish a baseline for any differences in the achievement levels between the control and experimental groups. An analysis of variance was performed on these pre-test scores that showed no significant difference between the two groups. The study consisted of nine lessons, each approximately thirty minutes long. The lessons were administered once a week over a period of three months. While the experimental group received hypertext computer-assisted instruction with the direction of the researcher, the control group received classroom instruction in mathematics under the direction of the respective classroom teacher. The lessons followed the curriculum guide for the state of Virginia and the county of Loudoun.

At the conclusion of the study, a post- test was administered. Statistical analyses were run against the results to determine the significance of the hypertext computer-assisted instruction on the achievement levels of the experimental group when compared to the control group. The research hypothesis tested in this study was that students who received hypertext computer-assisted instruction demonstrated greater gains in mathematics achievement than students who received the classroom instruction. Results of the analysis of variance test showed that there were no significant differences between the two groups. Consequently, the research hypothesis was not supported by the data analysis of this study. It was recommended that further research be conducted to determine the effectiveness of computer-assisted instruction in schools. Continued research is needed to learn more information about the impact of computer-assisted instruction on student achievement. If schools are to determine how to best integrate computer technology into the curriculum and which methods are best, more empirical research is necessary. As computer technology matures, it will continue to increase in its effectiveness. As effectiveness is realized, computer technology will become more widespread and will potentially evolve into a significant tool in the educational process.

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