The Effectiveness of Computer-Assisted Instruction on Student Math Achievement
Ronald E. Lewis, Northcentral University, United States
Northcentral University . Awarded
The purpose of this study was to compare the academic performance of students using traditional math instruction with or without supplementation using the computer-assisted instruction (CAI) software, SuccessMaker. A quasi-experimental design was used. Participants included 73 fourth-grade students from a K-5 elementary school in the Atlanta, GA metropolitan area. An experimental group (n = 35) and a control group (n = 38) were used. A pretest and posttest were administered. An analysis of covariance was used to adjust the mean posttest scores for any initial difference in the groups on the pretest. Analysis of the adjusted posttest scores indicated that the traditional instruction supplemented with CAI group had statistically significantly higher posttest scores compared to the control group, F(1, 70) = 12.88, p < .05. There were no significant differences in the effects of CAI on posttest scores based on gender or ethnicity. Further research on new methods for increasing math achievement is needed using other CAI software with other populations and larger samples of students. Increasing the sample size of participants may allow for subgroup analysis to determine whether the interventions were effective for different subgroups of students. Future research is also recommended using a placebo control group. A study involving a placebo control group would allow any effects on student achievement to be better differentiated: CAI versus students' sense of receiving special attention.
Lewis, R.E. The Effectiveness of Computer-Assisted Instruction on Student Math Achievement. Ph.D. thesis, Northcentral University.
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Jennie M. Carr, Bridgewater College, United States
Journal of Information Technology Education: Research Vol. 11, No. 1 (Jan 01, 2012) pp. 269–286
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