The effects of computer assisted instruction and structured curriculum on struggling mathematics students.

Mathematics intervention;Technology;Computer assisted instruction;Fidelity of implementation;Struggling students

Amy English Hunter

University:University of Louisville

Department:Department of Teaching and Learning

关键词: Mathematics intervention;    Technology;    Computer assisted instruction;    Fidelity of implementation;    Struggling students;   

Others  :  https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=1655&context=etd

美国|英语

来源: The Universite of Louisville's Institutional Repository

【 摘 要 】

The purpose of this study was to examine the effects of different instructionaltypes used in a mathematics intervention setting. In recent years, school staff haveimplemented mathematics intervention programs to aid struggling students and improvestudent achievement. Advancements in technology have enticed many school staff topurchase computer-based instructional products that are used for mathematicsintervention. Often computer-assisted instruction (CAI) is the only mathematicsintervention students receive, however staff in the school of this study used a structuredcurriculum (SC) along with CAI Therefore, this study examined the effects of CAIcompared to a SC delivered by a teacher. This study used a three-group pre/post-test design, which examined the effects of CAI, SC, and CAI with SC on mathematics achievement and students' attitudes towards mathematics. The follow research questions guided data analyses: 1) Is there asignificant instructional type effect on mathematics achievement? 2) Is there a significant instructional type effect on mathematics attitude? 3) What is the factor structure ofmathematics attitude scores of struggling learners? Univariate and multivariate analyses revealed no statistically significant instructional type effects on mathematics achievement or attitude towards mathematics. However, factor analyses of pre-survey attitude scores revealed a factor structuredifferent from the one found in current research. Meanwhile, factor analyses of postattitude survey scores resulted in a factor structure resembling that found in currentliterature, which suggested a shift in struggling students' mathematics attitude structuresafter they participated in mathematics intervention. The results of this study provided information about how school leaders and administrators can design and implement mathematics intervention programs as well as the role of CAI in intervention programs. Additionally, lapses in fidelity of program implementation may have influenced results of the study and provide recommendationsfor teacher professional development and monitoring in order to maintain high levels offidelity when implementing an intervention program. Finally, the results of this studysuggested that struggling learners' attitude structure might be different than that ofstudents in the larger population. The researcher discussed implications these differencesmay have on the design of mathematics intervention programs.