The Effectiveness of Computer- Assisted Instruction in Developmental Mathematics
Article comments
Reprinted with permission from Kathy Spradlin and Beth Ackerman, 2010, Journal of Developmental Education, 34:2, 12-14,16,18,42.
Abstract
This quasiexperimental study compared academic performance of students enrolled in a developmental mathematics course using traditional instruction (i.e., lecture) and traditional instruction supplemented with computer-assisted instruction. In addition, gender differences in mathematical performance were also investigated. There was no statistically significant difference in the posttest scores of students receiving traditional instruction and traditional instruction supplemented with computer-assisted instruction. There was a significant difference in the posttest scores of females and males, with females outperforming males in both modes of instruction.
Suggested Citation
Kathy Dye Spradlin and Beth Ackerman. "The Effectiveness of Computer- Assisted Instruction in Developmental Mathematics" Journal of Developmental Education (2010).
Available at: http://works.bepress.com/beth_ackerman/65