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Student Performance and Attitudes under Personalized Computer-Based Instruction in Mathematics
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, , , , , University of Northern Colorado, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study investigated the effects of personalized computer-based instruction (CBI) on the achievement and attitudes concerning arithmetic problems and two-step mathematics word problems of 104 middle school American students from a predominately Hispanic population. Students were randomly blocked by ability based on pretest scores to a personalized or non-personalized version of the CBI. Significant two-way interactions reflected greater pretest-to-posttest improvement for lower-ability than higher-ability students and greater pretest-to-posttest improvement on two-step problems than on arithmetic problems. A significant three-way interaction was also obtained. Student attitudes were significantly more favorable toward the personalized computer-based instruction.

Citation

Ku, H.Y., Harter, C., Liu, P.L., Cheng, Y.C. & Yang, L. (2004). Student Performance and Attitudes under Personalized Computer-Based Instruction in Mathematics. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 4464-4467). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 17, 2019 from .

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