Book Description
Therefore, based on this study, the researcher has concluded that computer-assisted instruction had a significant effect on the mathematics achievement of elementary students in grades three through six.
Author : Brenda Jean Jackson
Publisher :
Page : 126 pages
File Size : 28,78 MB
Release : 2005
Category : Mathematics
ISBN : 9781109903102
Therefore, based on this study, the researcher has concluded that computer-assisted instruction had a significant effect on the mathematics achievement of elementary students in grades three through six.
Author : Christie Jacquelyn Jay
Publisher :
Page : pages
File Size : 32,1 MB
Release : 2014
Category : English language
ISBN : 9781321100310
This quasi-experimental study examined the effect of supplemental mathematics computer-assisted instructional programs on the achievement of students in grades three and four over a two year period. This study evaluates the computer-assisted instruction (CAI) supplemental interventions through the lens of the sheltered instruction approach to teaching English Language Learner (ELL) students. The students who took part in the intervention attended nine elementary schools in one Arkansas district in the 2011-2012 and 2012-2013 school years. Data from Measures of Academic Progress (MAP) assessments were analyzed using a factorial ANOVA with pretest and two posttests over the course of two school years. Data variables included ELL status and method of instruction CAI v Traditional Instruction (TI). This study sought to determine the impact CAI programs had on the math MAP RIT scores of third and fourth grade students in the district. Both ELL and non-ELL students were included in the study to determine if the CAI programs were more successful with either group. Results indicated that use of CAI does not exact significantly different math achievement scores than TI alone, according to math MAP RIT scores. Results were analyzed using an Analysis of Variance (ANOVA) with repeated measures for two different factors. The TIME*ELL*CAI interaction was not significant, however, the main effect of group (ELL) was significant, as was the effect of time. Post hoc contrasts found that math scores for all groups at the follow up sessions were significantly higher than scores observed at baseline.
Author :
Publisher :
Page : 1280 pages
File Size : 48,96 MB
Release : 1974
Category : Education
ISBN :
Author : Valerie M. Dickerson
Publisher :
Page : 294 pages
File Size : 33,16 MB
Release : 1988
Category : Computer-assisted instruction
ISBN :
Author :
Publisher :
Page : 372 pages
File Size : 48,50 MB
Release : 1995
Category : Education
ISBN :
Author :
Publisher :
Page : 614 pages
File Size : 21,80 MB
Release : 2007
Category : Dissertations, Academic
ISBN :
Author :
Publisher :
Page : 780 pages
File Size : 34,97 MB
Release : 1989
Category : Dissertations, Academic
ISBN :
Author : LuAnn Hunt
Publisher :
Page : pages
File Size : 37,34 MB
Release : 1990
Category : Computer-assisted instruction
ISBN :
Author :
Publisher :
Page : 1132 pages
File Size : 36,77 MB
Release : 1988
Category : Reading
ISBN :
Author : Theodore Robert Haynie
Publisher :
Page : 190 pages
File Size : 46,56 MB
Release : 1989
Category :
ISBN :