Download or read book Effects of Computer assisted Mathematics Supplemental Instruction on Attitudes Towards Algebra and Algebra Achievement on Students in an Alternative High School Setting written by Nina Newsome and published by . This book was released on 2015 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Supplementary Computer Assisted Instruction on the Mathematics Achievement and Attitude Toward Mathematics of EMR High School Students written by Albert Thomas Vincent and published by . This book was released on 1977 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Computer assisted Instruction on Mathematics Achievement and Math Attitudes of Sixth Grade Students written by LuAnn Hunt and published by . This book was released on 1990 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1272 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Computer assisted Algebra Instruction on Achievement Mathematics Anxiety Levels and Attitudes Toward Personal Use of Computers of Students in an Historically Black University written by Thomas Collins and published by . This book was released on 1996 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Erl uterungen written by and published by . This book was released on 1960 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Computer Assisted Instruction and Structured Curriculum on Struggling Mathematics Students written by Amy English Hunter and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of different instructional types used in a mathematics intervention setting. In recent years, school staff have implemented mathematics intervention programs to aid struggling students and improve student achievement. Advancements in technology have enticed many school staff to purchase computer-based instructional products that are used for mathematics intervention. Often computer-assisted instruction (CAI) is the only mathematics intervention students receive, however staff in the school of this study used a structured curriculum (SC) along with CAI Therefore, this study examined the effects of CAI compared to a SC delivered by a teacher. This study used a three-group pre/post-test design, which examined the effects of CAI, SC, and CAI with SC on mathematics achievement and students' attitudes towards mathematics. The follow research questions guided data analyses: 1) Is there a significant instructional type effect on mathematics achievement? 2) Is there a significant instructional type effect on mathematics attitude? 3) What is the factor structure of mathematics attitude scores of struggling learners? Univariate and multivariate analyses revealed no statistically significant instructional type effects on mathematics achievement or attitude towards mathematics. However, factor analyses of pre-survey attitude scores revealed a factor structure different from the one found in current research. Meanwhile, factor analyses of post attitude survey scores resulted in a factor structure resembling that found in current literature, which suggested a shift in struggling students' mathematics attitude structures after they participated in mathematics intervention. The results of this study provided information about how school leaders and administrators can design and implement mathematics intervention programs as well as the role of CAI in intervention programs. Additionally, lapses in fidelity of program implementation may have influenced results of the study and provide recommendations for teacher professional development and monitoring in order to maintain high levels of fidelity when implementing an intervention program. Finally, the results of this study suggested that struggling learners' attitude structure might be different than that of students in the larger population. The researcher discussed implications these differences may have on the design of mathematics intervention programs.

Download or read book The Effects of Computer assisted Instruction on the Mathematics Achievement of Students with Emotional and Behavioral Disorders written by Kenya Collier Williams and published by . This book was released on 2015 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic challenges these students face. It is of great importance that researchers continue to identify effective and efficient strategies of providing academic instruction, particularly in mathematics, to students with EBD. The current study examined the extent to which a technology-based intervention was effective in math instruction for students with EBD. In addition, to address the social/behavioral issues typically prevalent in students with EBD, students' task engagement was also examined and a social validity survey was used to examine their attitudes toward mathematics and technology-based instruction. A single-subject multiple-probe design across six participants was selected for this study. The computer-assisted instruction (CAI) intervention, I CAN Learn computer software program, was implemented in a high school mathematics classroom. The overall results of the study indicated that the intervention improved the adolescents' mathematics achievement, but findings revealed that the intervention was more effective with some participants than others. In addition, results indicated that the intervention may not be associated with the participants' task engagement. The study's social validity survey showed that the participants had varying attitudes toward mathematics and CAI at the end of the study.

Download or read book Effects of Supplementary Computer assisted Instruction on Basic Algebra 1 and Basic Algebra 2 Achievement Levels of Mathematics At risk Minority Students written by McArthur Mickens and published by . This book was released on 1991 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 978 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Computer assisted Intervention Programs on Mathematics Achievement of High School Students in a Virtual School written by Brandi Rachelle Robinson and published by . This book was released on 2020 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: The United States ranks in the middle of the nations participating in the Programme for International Student Assessment, and secondary education has not seen growth in mathematics achievement since the 1970s. Computer-assisted math education offers a new opportunity to increase mathematical achievement with students. Pearson Education’s MyMathLab has shown promise at the higher education level with enhancing student proficiency in concepts. The purpose of this study was to determine if the use of Math XL, the secondary counterpart to MyMathLab, could increase mathematics achievement, measured by the performance on the end-of-course test for Algebra I and Geometry for high school students in a computer-assisted math intervention program. The quasi-experimental posttest-only study enhanced the current knowledge of MyMathLab/Math XL as a tool for higher education and demonstrated the effects of using it at the secondary level. The sample was taken from high school Algebra I and Geometry students at an online high school in a southern state. A comparison group was created from students meeting the same criteria for the computer-assisted math intervention program who chose not to participate. An analysis of variance was used to test for statistically significant differences in the end-of-course test scores in those students enrolled in a computer-assisted math intervention program and those students not enrolled in a computer-assisted math intervention program. The analysis found no significant difference in the mean between the group enrolled in computer-assisted intervention and those not enrolled.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Computers to Change Attitudes written by Ruth A. Conlon and published by . This book was released on 1988 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the effects of computer-assisted instruction upon the the attitude of students towards mathematics at the secondary school level.

Download or read book The Effects of Computer assisted Mathematics Instruction on Mathematics Grades Attitudes Towards Mathematics and Problem solving Abilities of Students in Grades 7 12 written by Abdullah Saleh Al-Ghamdi and published by . This book was released on 1993 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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.