Computer Assisted Instruction and Math

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 bot

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o be a factor contributing to algebra/math achievement levels of students exposed ton computer assisted instruction, the findings observed by MacGregor, Shapiro and Niemiec (1988) have not been replicated in all studies of cognitive style and computer assisted instruction in algebra/math. For example, in another study of the effects of cognitive styles, Canino and Cicchelli (1987) tested the benefits of matching field dependent learners to an algorithmic method and field independent learners to a discovery method relative to mathematics achievement. It was also examined as to whether field-dependent learners reacted more positively to computer assisted instruction experience than did field independent learners. Subjects in the study were 126 college algebra students identified as either field dependent or field independent. These groups were assigned to the two method groups using stratified random procedures with mathematics reasoning test scores as the stratified variable. In total, students completed 20 software lessons, working 30 minutes a day for 24 days. Ninety-three subjects' posttest scores and responses to the student reaction questionnaire (measure of attitudes toward computer experience) were analyzed by multiple
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Approximate Word count = 6355
Approximate Pages = 25 (250 words per page)

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