Final_Orals-9-2-09 hyp revised

A COMPARISON OF TWO COMPUTER-AIDED INSTRUCTION METHODS WITH TRADITIONAL INSTRUCTIONIN FRESHMEN COLLEGE MATHEMATICS CLASSES : 

A COMPARISON OF TWO COMPUTER-AIDED INSTRUCTION METHODS WITH TRADITIONAL INSTRUCTIONIN FRESHMEN COLLEGE MATHEMATICS CLASSES

Problem Statement & Significance : 

Problem Statement & Significance The CAI has vast possibilities that are just beginning to emerge as the medium is being utilized by more and more institutions nationwide. The new educational software industries have the potential to meet the educational needs of a large and increasingly diverse student population. The purpose of this study is to compare achievement of remedial college algebra students in classes where predominantly computer-based instruction was used as opposed to traditional lecture classes. The researcher hopes to identify key aspects that may translate into student success and achievement.

General population : 

General population The U.S. Department of Education (USDE, 2003) defines mathematical remedial courses as “courses in mathematics for college- level students lacking those skills necessary to perform college- level work at the level required by the in situation”(p. iii). Among the ongoing debate about remediation in postsecondary education, there is little doubt that higher education continues to deal with teaching students with academic deficiencies.

Literature Summary : 

Literature Summary The drill and practice modus operandi of CAI are based on the principle of behaviorism (Hogan, 2004). The computer provides immediate feedback to the learner during drills and practice activities, there by reinforcing and discouraging respective responses (Cassaza & Silverman, 1996; Hamtini, 2000; Kulik & Kulik, 1991; McMillan, Parke, & Lanning 1997; Silverman & Cassaza, 2000).

Study Hypotheses : 

Study Hypotheses Final test grades will not differ as a function of instructional method. H0: Traditional = CAI-1 = CAI-2 Final course avg. will not differ as a function of instructional method. H0: Traditional = CAI-1 = CAI-2

Methodology : 

Methodology This study is comparative in nature and uses an ex-post-facto design. Although students were not randomly assigned to precalculus algebra sections, they were blind to instructional method when they registered for classes. Class sections were randomly assigned to instructional methods. Procedure:

Methodology : 

Methodology Sample Demographics: N = 688 % Female % White Mean Age = Mean MPE = Mean GPA =

Results of Statistical Tests : 

Results of Statistical Tests Hypothesis 1 DV: final exam IV: teaching method (traditional, CAI-1, and CAI-2) A significant effect of teaching method was revealed, F (2, 623) = 11.286, p < .001. Post hoc contrasts indicated a significant difference

Results of Statistical Tests : 

Results of Statistical Tests Hypothesis 2 DV: final grade in the course IV: teaching method (traditional, CAI-1, and CAI-2) A significant effect of teaching method was revealed, F (2, 633) = 26.829, p < .001. Post hoc contrasts indicated a significant difference t (1, 625) = -9.212, p < .001.

Results of Statistical Tests : 

Results of Statistical Tests Hypothesis 2

Co : 

Co

Results of Statistical Tests : 

Results of Statistical Tests Hypothesis 3

Results of Statistical Tests : 

Results of Statistical Tests Hypothesis 4

Results of Statistical Tests : 

Results of Statistical Tests Hypothesis 5

Results of Statistical Tests : 

Results of Statistical Tests Hypothesis 4 Dv: Departmental exams: t2, t4 and Final IV: Methods of instruction

Implications & Recommendations : 

Implications & Recommendations

Conclusions : 

Conclusions Dv: Departmental exams: t2, t4 and Final IV: Methods of instruction