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THE RELATIONSHIP BETWEEN SUPPLEMENTAL COMPUTER ASSISTED MATHEMATICS INSTRUCTION AND STUDENT ACHIEVEMENT
Abstract
A 1985 Supreme Court case, Aguilar v. Felton, ruled that public school teachers should not be paid through public school funds to deliver supplemental instruction to Title I students in parochial schools. This decision forced some school districts to evaluate the effectiveness of computer assisted instruction as an alternative method of delivering this supplemental instruction. The primary purpose of this study was to determine if there was a statistically significant difference in mathematics achievement for groups of elementary students who received supplemental computer assisted instruction through two different computer systems and software. The two systems tested were Computer Curriculum Corporation's minicomputer with its curriculum software and Apple microcomputers with selected mathematics software. Appropriate statistics were applied to test for differences in achievement among the experimental and a control gruops as well as between grade levels, ability, and sex. The secondary purpose of the study was to test the effect of computer assisted instruction on student's attitudes towards computers and toward mathematics. This study was designed to: (1) determine if there were significant differences in achievement among the groups that received computer assisted instruction and the group that received no computer assisted instruction in mathematics, (2) determine if there were significant differences in achievement among grade levels for students who received computer assisted instruction, (3) determine if there were significant differences in achievement between the boys and girls who received computer assisted instruction, (4) determine if ability was a significant factor in achievement for students who received computer assisted instruction, (5) determine if there were significant differences in students' attitudes toward computers after receiving the CAI treatment, and (6) determine if there were significant differences in students' attitudes toward mathematics after receiving the CAI treatment. The results of the study indicated that there was no significant difference in achievement among the groups that used computer assisted instruction and the control group. There was no significant difference between groups in attitudes toward computers and toward mathematics.
Subject Area
Curricula|Teaching|Educational software
Recommended Citation
MANUEL, SUSAN LOUISE QUEST, "THE RELATIONSHIP BETWEEN SUPPLEMENTAL COMPUTER ASSISTED MATHEMATICS INSTRUCTION AND STUDENT ACHIEVEMENT" (1987). ETD collection for University of Nebraska-Lincoln. AAI8722412.
https://digitalcommons.unl.edu/dissertations/AAI8722412