The purpose of the proposed research is to examine whether computer-assisted instruction increases the algebra performance and/or positive attitudes toward math in a sample of community college students taking an introductory algebra class. So that the proposed study may be understood within the context of the existing knowledge base, this chapter of the proposal reviews the pertinent literature.
The presented review first examines studies that have explored the effects of computer assisted instruction on algebra performance; this section is divided into three categories consisting of: a) studies showing positive achievement effects; b) studies showing no effects; and c) studies suggesting reasons for the mixed performance findings. The second section of the review then examines research investigating the effects of computer assisted instruction on math attitudes. The final section of the review presents a series of conclusions about the effects of computer assisted instruction on math attitudes and algebra performance based on the reviewed literature.
Effects of Computer Assisted Instruction on Algebra Performance
Over the years, there have been many studies which have examined for the effects of computer assisted instruction on students' algebra performance. In general results have been mixed with some studies showing increases in performance and other studies finding no increases. This section of the review examines both categories of research findings, and then explores studies which have suggested possible factors that might account for the mixed findings.
Research Showing Performance Increases
In some early research on the effects of computer assisted instruction on algebra performance, Menis (1980) reported the findings of a research project in Israel. The project utilized drill exercises on a classroom computer terminal in order to improve both the attitudes and grades of tenth-grade algebra students wh...