The Effect of Computer-assisted Instruction on Mathematics Achievement in a Remedial Level High School Math Class PDF Download
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Author: Michele Brown Carney
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 82
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Book Description
Author: Michele Brown Carney
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 82
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Book Description
Author: John Stephen Rosales
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 22
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Book Description
Author: John Robinson Benson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Ian David Smith
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 188
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Book Description
Author: John Robinson Benson
Publisher: 1973 [c1974]
ISBN:
Category :
Languages : en
Pages : 222
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Book Description
Author: Margaret A. Kenney
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 64
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Book Description
Author: Brenda Charleston
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 84
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Book Description
Author: LuAnn Hunt
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages :
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Book Description
Author: Kenya Collier Williams
Publisher:
ISBN:
Category : Behavior disorders in adolescence
Languages : en
Pages : 208
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Book Description
Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic challenges these students face. It is of great importance that researchers continue to identify effective and efficient strategies of providing academic instruction, particularly in mathematics, to students with EBD. The current study examined the extent to which a technology-based intervention was effective in math instruction for students with EBD. In addition, to address the social/behavioral issues typically prevalent in students with EBD, students' task engagement was also examined and a social validity survey was used to examine their attitudes toward mathematics and technology-based instruction. A single-subject multiple-probe design across six participants was selected for this study. The computer-assisted instruction (CAI) intervention, I CAN Learn computer software program, was implemented in a high school mathematics classroom. The overall results of the study indicated that the intervention improved the adolescents' mathematics achievement, but findings revealed that the intervention was more effective with some participants than others. In addition, results indicated that the intervention may not be associated with the participants' task engagement. The study's social validity survey showed that the participants had varying attitudes toward mathematics and CAI at the end of the study.
Author: Brandi Rachelle Robinson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 93
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Book Description
The United States ranks in the middle of the nations participating in the Programme for International Student Assessment, and secondary education has not seen growth in mathematics achievement since the 1970s. Computer-assisted math education offers a new opportunity to increase mathematical achievement with students. Pearson Education’s MyMathLab has shown promise at the higher education level with enhancing student proficiency in concepts. The purpose of this study was to determine if the use of Math XL, the secondary counterpart to MyMathLab, could increase mathematics achievement, measured by the performance on the end-of-course test for Algebra I and Geometry for high school students in a computer-assisted math intervention program. The quasi-experimental posttest-only study enhanced the current knowledge of MyMathLab/Math XL as a tool for higher education and demonstrated the effects of using it at the secondary level. The sample was taken from high school Algebra I and Geometry students at an online high school in a southern state. A comparison group was created from students meeting the same criteria for the computer-assisted math intervention program who chose not to participate. An analysis of variance was used to test for statistically significant differences in the end-of-course test scores in those students enrolled in a computer-assisted math intervention program and those students not enrolled in a computer-assisted math intervention program. The analysis found no significant difference in the mean between the group enrolled in computer-assisted intervention and those not enrolled.
