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.

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.

One Point of View: Let the Learning Disabled Learn

1986 ◽  
Vol 33 (5) ◽  
pp. 2
Author(s):  
Nancy Bley
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Point Of View ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Teacher Education Programs ◽  
Students With Special Needs ◽  
The Past ◽  
Assisted Instruction ◽  
Made In

The past ten or fifteen years have produced numerous changes in the field of education, particularly in mathematic. Many advances have been made in teacher education programs, in the use of mechanical aids, and particularly in the area of computers and computer-assisted instruction. At the same time awarenes has increased of the need to deal more effectively with students with special needs, or those more commonly described as having learning disabilities.

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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