Effects of computer-assisted instruction on seventh-grade mathematics performance
James Christopher Sheck, California State University, Dominguez Hills, United States
California State University, Dominguez Hills . Awarded
The purpose of this study was to determine if computer-assisted instruction in the areas of basic and problem-solving skills resulted in higher scores after spending twelve hours working with the Math Concepts and Skills software program.
Current research shows that computer-assisted instruction in various subjects, including mathematics, can have very positive results. The study was conducted using seventh grade students needing remediation in mathematics, using a single-group pretest-posttest design. After completing thirty-six, twenty-minute sessions, posttest scores were compared with pretest scores.
Results, using a paired t test, showed a significant gain. The study showed that computer-assisted mathematics did lead to higher posttest scores, and every subject experienced a higher level of performance. The results of this study suggest including computer-assisted instruction as part of an active and dynamic environment which empowers each student in the process of learning.
Sheck, J.C. Effects of computer-assisted instruction on seventh-grade mathematics performance. Master's thesis, California State University, Dominguez Hills.
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