Effects of supplementary computer-assisted instruction on Basic Algebra 1 and Basic Algebra 2 achievement levels of mathematics at-risk minority students.

摘要

The purpose of this study was to determine the effectiveness of supplementary computer-assisted instruction materials on the achievement level and attitude of Basic Algebra 1 and Basic Algebra 2 urban minority students who have previously failed a semester of Basic Algebra.;This study was limited to minority low achieving students enrolled in first year Basic Algebra in an urban high school. An experimental and control group were examined in the areas of Basic Algebra l and Basic Algebra 2.;The statistical test used for the twenty-four hypotheses of the study was chi-square. There was a significant statistical difference between the two groups at the 0.05 level.;Four teachers were selected to take part in this study. The criteria used for selection included: (1) The mathematics teachers expressed a willingness to participate in the study. (2) The mathematics teachers were a member of a pool of teachers who expressed a desire to integrate CAI in the mathematics classroom. (3) The mathematics teachers agreed to participate in the twenty-four hours of inservice training which occurred after school hours or during summer vacation in early August 1989. (4) The mathematics teachers submitted an essay on the perceived value of integrating computer lessons with regular instruction.;The findings of the study indicated that students in the experimental group receiving supplementary computer-assisted instruction had greater academic achievement than students in the control group.;The achievement level was greater for the female students of the experimental group than for the male students of the experimental group. Attitudinal survey results for female and male students of the experimental group indicated they perceived their teachers to have a high expectation for their success in the mathematics classes.