The Effects of Individualized and Cooperative Computer Assisted Instruction on Mathematics Achievement and Mathematics Anxiety for Prospective Teachers

1990 ◽  
Vol 22 (4) ◽  
pp. 404-412 ◽  
Author(s):  
Gary L. Reglin
Keyword(s):  
Mathematics Achievement ◽  
Prospective Teachers ◽  
Mathematics Anxiety ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
And Mathematics ◽  
Assisted Instruction

CAI Effects on Mathematics Achievement and Academic Self-Concept Seminar

1989 ◽  
Vol 18 (1) ◽  
pp. 43-48 ◽  
Author(s):  
Gary L. Reglin
Keyword(s):  
Mathematics Achievement ◽  
Economic Status ◽  
Computer Assisted Instruction ◽  
Self Concept ◽  
Computer Assisted ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Socio Economic Status ◽  
Mathematics Skills ◽  
Assisted Instruction

An experimental study was conducted to investigate the effects of a computer assisted instruction seminar on mathematics skills for admission to teacher education programs and academic self-concept. The CAI increased the mathematics and academic self-concept scores, especially for low socio economic-status students.

The Forum: The Computer in Secondary Mathematics: The Computer-a Facilitator in Management and Instruction

1973 ◽  
Vol 66 (1) ◽  
pp. 6-83
Author(s):  
E. Glenadine Gibb ◽  
William F. Atchison
Keyword(s):  
Secondary School ◽  
Secondary Mathematics ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
National Council ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Assisted Instruction ◽  
Computer Development

In the midst of the rapidly changing field of computer development, one of the problems facing mathematics teachers in secondary schools and mathematics educators in colleges and universities is the optimal role of the computer in secondary school mathematics classes and the accompanying needs in teacher education to prepare teachers to use the computer in their classes. In 1965 the National Council of Teachers of Mathematics Committee on Computer Oriented Mathematics outlined available options. Since that time, others (including Gleason 1968; Zoet 1969; Alpert and Bitzer 1970; Hansen 1970; Travers 1971; and Jerman 1972) have dealt with the persistent question “How should we use the computer in our schools?” Two general directions seem to have emerged: (1) instructional individ-ualization through computer-managed in-struction (CMI) and computer-assisted instruction (CAI) and (2) the use of the computer as a computational device and as a means of simulating concepts within the present curriculum.

Effects of Computer-Assisted Instruction on Mathematics and Locus of Control

1989 ◽  
Vol 18 (2) ◽  
pp. 143-149 ◽  
Author(s):  
Gary L. Reglin
Keyword(s):  
Locus Of Control ◽  
Mathematics Achievement ◽  
Minority Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Teacher Education Programs ◽  
Mathematics Scores ◽  
Group Design ◽  
Assisted Instruction ◽  
Experimental Group

This study investigated the effects of computer assisted instruction on basic skills mathematics achievement, and locus of control of minority students seeking admission to teacher education programs. A pretest/posttest experimental group design was used. CAI increased the mathematics scores and resulted in a more internal orientation.

The Need for Sequential Formative and Summative Evaluations Made Evident from Practice

1983 ◽  
Vol 12 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Barbara Signer
Keyword(s):  
Mathematics Achievement ◽  
Evaluation Studies ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Integrated Instruction ◽  
Significant Difference ◽  
Equivalent Control ◽  
Group A ◽  
Assisted Instruction

The purpose of this study was to conduct formative and summative evaluation for Computer Integrated Instruction (CII), an alternative use of CAI. The Non-Equivalent Control Group, Pretest-Posttest Design was implemented with the class as the unit of analysis. Several of the instruments were adopted from existing computer-assisted instruction (CAI) evaluation studies, while some had to be developed specifically for this study. The findings were 1) that the teachers were reluctant users of the CII materials and 2) that there was a significant difference for mathematics achievement favoring the control group. A recommended model of separate, sequential formative and summative evaluations resulted from this study.

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