Download or read book A Comparison Study of Computer Assisted Instruction Using Interactive Software Versus Traditional Instruction in a College Precalculus Course written by Dorothy M. French and published by . This book was released on 1997 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparison Study of Computer assisted Instruction Using Interactive Software Versus Traditional Instruction in a College Macroeconomics Course written by Thomas F. Burke and published by . This book was released on 1999 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Collegiate Mathematics Education IV written by Ed Dubinsky and published by American Mathematical Soc.. This book was released on 2000 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: This fourth volume of Research in Collegiate Mathematics Education (RCME IV) reflects the themes of student learning and calculus. Included are overviews of calculus reform in France and in the U.S. and large-scale and small-scale longitudinal comparisons of students enrolled in first-year reform courses and in traditional courses. The work continues with detailed studies relating students' understanding of calculus and associated topics. Direct focus is then placed on instruction and student comprehension of courses other than calculus, namely abstract algebra and number theory. The volume concludes with a study of a concept that overlaps the areas of focus, quantifiers. The book clearly reflects the trend towards a growing community of researchers who systematically gather and distill data regarding collegiate mathematics' teaching and learning. This series is published in cooperation with the Mathematical Association of America.

Download or read book An Analysis and Comparison of the Effects of Computer assisted Instruction Versus Traditional Lecture Instruction on Student Attitudes and Achievement in a College Remedial Mathematics Course written by Marthea Bernadette Carter and published by . This book was released on 2004 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: Remedial mathematics courses are often taught at post-secondary institutions in response to the substantial number of students entering college who lack the skills and motivation necessary to be successful in college level mathematics courses. Much of the research on remedial mathematics instruction shows that it has been only moderately successful in improving the students' achievement in mathematics or their attitudes towards mathematics (Adelman, 1995; Burley, 1994; Wieschenberg, 1994). The purpose of this study was to compare the effectiveness of web-based computer-assisted instruction (CAI) and traditional lecture-based instruction in a college remedial mathematics course. The remedial mathematics course was taught to two groups of college students, which included a treatment group that received CAI, and a control group that received traditional lecture instruction without the use of computers. The ALEKS (Assessment and Learning in Knowledge Spaces) web-based software program, was used in conjunction with lecture-based instruction for the treatment group. Mathematics achievement and student attitudes towards mathematics were assessed by means of pre- and post-tests administered at the beginning of the semester and again at the end of the semester. Student withdrawal rates and passing rates for the course were also compared for the two groups. The statistical analysis of the data compiled in this study included the use of paired and independent group t-tests, analysis of covariance, and z-tests. The paired t-test results showed that there were statistically significant achievement gains within the treatment and control groups as a result of the instruction that each group received. However the independent t-tests and the Analysis of Covariance (ANCOVA) revealed that there was no statistically significant difference in achievement gains between the two groups when the study ended. The paired t-test results on the attitude assessment showed no statistically significant difference within each group after the study was completed. In addition, the independent t-tests and the ANCOVA results showed no significant change in attitudes between the two groups when the experiment had been completed. The z-test analyses also showed no significant difference in the withdrawal or passing rates between the treatment and control groups.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1997 with total page 664 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparison of Computer assisted Instruction Versus Traditional Instruction in Developmental Studies Mathematics written by Albert Taylor and published by . This book was released on 1997 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effectiveness of Computer assisted Instruction in Developmental Mathematics written by Kathy Dye Spradlin and published by . This book was released on 2009 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Colleges and universities are trying alternative instructional approaches to improve the teaching of developmental mathematics with the goal of increasing the number of students who have the skills and knowledge required for college-level math courses and for the twenty-first century workforce. Computers and the internet make possible new methods of delivering instruction so students will have choices of when, where, and how they learn math. The purpose of this study was to compare academic performance of students enrolled in a developmental mathematics course using traditional instruction, traditional instruction supplemented with computer-assisted instruction, and online distance learning. In addition, gender differences in mathematical performance were also investigated. The quasi-experimental study was conducted in Intermediate Algebra classes at a large, private, eastern university. An analysis of covariance was used to adjust the mean posttest scores for any initial difference in the groups on the pretest. There was no statistically significant difference in the posttest scores of students receiving traditional instruction and traditional instruction supplemented with computer-assisted instruction. There was a significant difference in the posttest scores of females and males, with females outperforming males in both modes of instruction. Although the original intent of this study was to include a group of students who took the course online, pretest scores for this group excluded them from the analysis. Institutions should offer developmental mathematics courses in a variety of formats, assist students in selecting the mode of instruction that best suits their learning style, and provide professional development in computer-assisted instruction.

Download or read book An Experiment on Mathematics Pedagogy written by Yixin Zhang and published by . This book was released on 2005 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effectiveness of computer-assisted instruction (CAI) versus traditional lecture-type instruction on triangles. Two quasi experiments were conducted in six 6th grade classes with a total of 108 students respectively. The students in the control groups were taught the concepts of triangles in their original classes, while the students in experimental groups were instructed in a computer lab. Experimental group students utilized Interactive Middle School Math Bundle, which is an interactive Webpage-typed tutorial. The tutorial, featuring descriptions, sound, animation and self-examination, allowed students to navigate and self-explore themselves. Independent-t was used to analyze the data. The analysis revealed that there was no statistically significant difference between the students' achievement in the control and experimental groups. The result implies that teachers could use computer-assisted instruction software only as a supplemental tool. Further research is recommended to examine effectiveness of computer-assisted instruction with an extended time span. (Contains 2 tables.).

Download or read book A Comparison of Computer assisted Instruction and Traditional Classroom Instruction in Selected Units of a College Business Mathematics Course written by Virginia Freeman Crawford and published by . This book was released on 1984 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effectiveness of Computer assisted Instruction Compared to Traditional Instruction in an Undergraduate Athletic Training Course written by Jason Paul Bennett and published by . This book was released on 1998 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Computer Assisted Instruction Versus Traditional Instruction Using Subtraction written by Pamela J. Pritchard and published by . This book was released on 1992 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparison of Computer Assisted Instruction with Prescription Learning and the Traditional pull out Program Used in Supplementing Instruction of Mathematics Basic Skills to Chapter I Title I Students written by Suzanne Winifred Hilton Miller and published by . This book was released on 1983 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the Chapter I supplemental mathematics program CAI with other Chapter I supplemental mathematics programs, Prescription Learning and the traditional "pull-out" program, in terms of achievement and retention of mathematics basic skills. There were 577 Chapter I students from 12 middle schools and 3 elementary schools in the Portland Public School District in Portland, Oregon, who participated in the study. The subjects in the three treatment groups, CAI, Prescription Learning, and the traditional "pull-out" program, were naturally assembled. Students in all treatment groups were pretested prior to their treatment. After one academic year, subjects were post-tested. The fall to spring difference in scores was used to measure achievement. Subjects were post-tested again in the succeeding fall. The difference in the first post-test and the second post-test was used to determine retention over the summer months. The criterion instrument used was the Portland Achievement Levels Tests. A one-way analysis of covariance with the pretest as the covariate measure was used to statistically test the null hypotheses. F-ratios were computed and evaluated to determine whether group differences on criterion measures were significant. The Findings Four hypotheses were tested in this study. Two were related to achievement and two were related to retention. The results of testing the hypotheses indicated: 1. The achievement of Chapter I students receiving CAI supplemental instruction in mathematics basic skills is significantly higher than the achievement of Chapter I students receiving supplemental mathematics instruction by either Prescription Learning or the traditional "pull-out" program; and 2. The retention of Chapter I students receiving CAI supplemental instruction in mathematics basic skills is not significantly different from the retention of Chapter I students receiving supplemental mathematics instruction in basic skills by either Prescription Learning or the traditional "pull-out" program.

Download or read book A Comparison of the Effectiveness of Computer assisted Instruction Versus Traditional Approach to Teaching Geometry written by Mohsen Baharvand and published by . This book was released on 2001 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparative Study of the Effectiveness of Computer Assisted Instruction Versus Traditional Instruction on Mathematical Achievement of Selected Second Grades written by Honey Goodin and published by . This book was released on 1992 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Effectiveness of Computer Assisted Instruction as Compared to Traditional Instruction written by Carole Edith McKissock Goodson and published by . This book was released on 1975 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effectiveness of Computer assisted Instruction Compared to Traditional Instruction in a Basic Computer Proficiency Course at the Collegiate Level written by Keith Raymond Mulbery and published by . This book was released on 2006 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was prompted by the increasing implementation of computer-assisted instructional (CAI) programs in college computer proficiency courses without sufficient evidence that these programs are effective. The purpose of this study was to examine the effectiveness of a CAI program on student achievement as measured by performance tests in a college computer proficiency course.

Download or read book Comparison of Computer assisted Instruction and Traditional Lecture discussion Instruction written by Nancy Robbins Draut and published by . This book was released on 1990 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: