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The impact of Moby Max, an individualized computer-assisted instruction, on math assessment scores of middle grade students.
PROCEEDINGS

, , Winston Salem State University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Computer Aided Instructions (CAI) presents opportunities to learn academic material at a child’s instructional level. The availability of immediate and consistent feedback and a stimulating learning environment, wherein the student is presented with small amounts of information, specific goals, and the opportunity to perform academic tasks using multiple senses, are positive features of CAI. The focus of this action research study is to concentrate on individualized computer-assisted instruction (CAI), specifically Moby Max, and how this affects math assessment scores of 95 7th grade students. A mixed-methods design approach is being used to collect data through student surveys, curricular-based tests, formal and informal interviews, direct observations and site documents.

Citation

Brown, L. & Johnson, D. (2014). The impact of Moby Max, an individualized computer-assisted instruction, on math assessment scores of middle grade students. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2228-2231). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .