The Impact of Computer Assisted Instruction on Seventh-Grade Students' Mathematics Achievement
Planning and Changing Volume 38, Number 3, ISSN 0032-0684
The perceived problem of low mathematics achievement is a concern to education leaders at all levels of PK-16 education. Results from various research raise concerns about mathematics learning of U.S. middle school students. Education leaders search for interventions to address issues related to improving mathematics achievement. This article presents findings from a middle school mathematics intervention implemented to improve students' mathematics performance. The purpose of this empirical study was to determine if there was a measurable difference in achievement on the mathematics section of the TerraNova Full Battery standardized test by a sample of seventh-grade students whose teachers taught them to use mathematics websites and presentation software as tools to practice basic mathematics skills (e.g., recall, comprehension, and application; Bloom, 1956) related to their curriculum compared to students whose teachers did not teach the use of such tools. (Contains 5 tables.)
Tienken, C.H. & Wilson, M.J. (2007). The Impact of Computer Assisted Instruction on Seventh-Grade Students' Mathematics Achievement. Planning and Changing, 38(3), 181-190.