› › The Effect Of Computer Assisted Instruction On Mathematics Achievement In A Remedial Level High School Math Class








The Effects of Computer-assisted Instruction on the Mathematics Achievement of Students with Emotional and Behavioral Disorders

Author : Kenya Collier Williams

Publisher :

Page : 208 pages

File Size : 22,21 MB

Release : 2015

Category : Behavior disorders in adolescence

ISBN :

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Book Description

Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic challenges these students face. It is of great importance that researchers continue to identify effective and efficient strategies of providing academic instruction, particularly in mathematics, to students with EBD. The current study examined the extent to which a technology-based intervention was effective in math instruction for students with EBD. In addition, to address the social/behavioral issues typically prevalent in students with EBD, students' task engagement was also examined and a social validity survey was used to examine their attitudes toward mathematics and technology-based instruction. A single-subject multiple-probe design across six participants was selected for this study. The computer-assisted instruction (CAI) intervention, I CAN Learn computer software program, was implemented in a high school mathematics classroom. The overall results of the study indicated that the intervention improved the adolescents' mathematics achievement, but findings revealed that the intervention was more effective with some participants than others. In addition, results indicated that the intervention may not be associated with the participants' task engagement. The study's social validity survey showed that the participants had varying attitudes toward mathematics and CAI at the end of the study.



Teaching Secondary Mathematics

Author : Douglas K. Brumbaugh

Publisher : Psychology Press

Page : 482 pages

File Size : 11,96 MB

Release : 2006

Category : Mathematics

ISBN : 0805854711

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Book Description

Grounded in research and theory, this text for secondary mathematics methods courses provides useful models of how concepts typically found in a secondary mathematics curriculum can be delivered, so that students develop a positive attitude about learning and using mathematics in their daily lives.







An Analysis and Comparison of the Effects of Computer-assisted Instruction Versus Traditional Lecture Instruction on Student Attitudes and Achievement in a College Remedial Mathematics Course

Author : Marthea Bernadette Carter

Publisher :

Page : 338 pages

File Size : 48,73 MB

Release : 2004

Category : Academic achievement

ISBN :

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Book Description

Remedial mathematics courses are often taught at post-secondary institutions in response to the substantial number of students entering college who lack the skills and motivation necessary to be successful in college level mathematics courses. Much of the research on remedial mathematics instruction shows that it has been only moderately successful in improving the students' achievement in mathematics or their attitudes towards mathematics (Adelman, 1995; Burley, 1994; Wieschenberg, 1994). The purpose of this study was to compare the effectiveness of web-based computer-assisted instruction (CAI) and traditional lecture-based instruction in a college remedial mathematics course. The remedial mathematics course was taught to two groups of college students, which included a treatment group that received CAI, and a control group that received traditional lecture instruction without the use of computers. The ALEKS (Assessment and Learning in Knowledge Spaces) web-based software program, was used in conjunction with lecture-based instruction for the treatment group. Mathematics achievement and student attitudes towards mathematics were assessed by means of pre- and post-tests administered at the beginning of the semester and again at the end of the semester. Student withdrawal rates and passing rates for the course were also compared for the two groups. The statistical analysis of the data compiled in this study included the use of paired and independent group t-tests, analysis of covariance, and z-tests. The paired t-test results showed that there were statistically significant achievement gains within the treatment and control groups as a result of the instruction that each group received. However the independent t-tests and the Analysis of Covariance (ANCOVA) revealed that there was no statistically significant difference in achievement gains between the two groups when the study ended. The paired t-test results on the attitude assessment showed no statistically significant difference within each group after the study was completed. In addition, the independent t-tests and the ANCOVA results showed no significant change in attitudes between the two groups when the experiment had been completed. The z-test analyses also showed no significant difference in the withdrawal or passing rates between the treatment and control groups.