The effects of computer assisted instruction on the recall of basic math facts among middle school students
Shestine R. Gesbocker, Northern Illinois University, United States
Northern Illinois University . Awarded
The purpose of this study was to assess if there was a relationship between sixth, seventh, and eighth grade student's level of mastery of basic math facts and their mathematical scaled score from a standardized test, whether computer assisted instruction (CAI) software improved seventh grade students' ability to master their basic math facts versus traditional method of instruction (TMI) to learn basic math facts, and whether gender played a role in effectiveness CAI. Component Display Theory is used as the theoretical structure for this study. The first hypothesis examined 998 students from grades six, seven, and eight. A moderately high correlation between two-minute drills scores and mathematical scale scores was observed for all three grade levels. The second hypothesis compared the two-minute drill scores of seventh grade students who received CAI in the classroom to the two-minute drill scores of the seventh grade students who received TMI. The results showed that the group using CAI as a method of instruction showed larger rates of growth than the group receiving TMI. The third hypothesis in the study compared the two-minute drill scores of male students who received CAI versus female students who received CAI in the classroom. The results showed that males did not show significantly greater growth in two-minute drill scores than females. The overall results favor the use of CAI as a math intervention for the mastery of basic facts.
Gesbocker, S.R. The effects of computer assisted instruction on the recall of basic math facts among middle school students. Ph.D. thesis, Northern Illinois University.
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