ing, it was concluded that computer assisted instruction could be used as an alternative to conventional methods of teaching mathematics word problems.
In another study of CAI and math achievement, DelForge and Clark (1989) selected students in the fourth, fifth, and sixth grades in a multigraded classroom who had low mathematics scores on the Iowa Test of Basic Skills. These students were instructed to work on the Hewlett-Packard mathematics program for 10 minutes each day on a classroom computer.
The higher performing students (the upper 55 percent of the class) were selected as a control group. The control students worked on the computer program for only 10 minutes per week.
The experimental group showed progress throughout this longitudinal study. A follow-up study of the performance rate of both groups on the North Carolina Competency Test in Mathematics conducted when the students were in their eleventh-grade year demonstrated that the pass rate of students in the experimental group was
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