o had received low grades in mathematics and the natural sciences. Findings of the study showed improvement in both algebra performance and attitudes toward math.
In another early study, Gourgey (1984) evaluated a computer assisted instruction program designed to improve student achievement in reading, language arts, and mathematics in New Jersey schools. The program consisted of a regular component for remedial and average-achieving students, an enrichment component for higher achieving students, and a bilingual component for students having limited proficiency in English.
An evaluation of the program's effectiveness showed revealed findings. Regarding the findings that specifically related to math, it was observed that:
(1) The regular CAI program for mathematics was more beneficial for students qualifying for remedial services than for average achievers;
(2) The most effective management strategy was coordinated instruction in mathematics;
(3) Students in the mathematics enrichment program scored higher than nonparticipants in both math computation and concepts and applications;
(4) Ninth grade algebra students in the program scored higher than nonparticipants in math computation but not in concepts and applications;
(6) Students in the bilingual program who were initially the most proficient in English had the smallest returns, but spent the most time on the computer;
(7) Participation in the CAI program did not significantly assist the performance of students in the upper grades in math.
Jerger and Slotnick (1985) described a multi-paradigmatic approach to the evaluation of computer assisted instruction pilot implementation efforts and its application in various math and English courses at the New York Institute of Technology (NYIT). Students in two math courses--Developmental Math and College Algebra--and four different English courses--Communication Skills, Composition, Business Writing,...