THE EFFECT OF COMPUTER-ASSISTED MATHEMATICAL INSTRUCTION UPON THE COMPUTER LITERACY OF FIFTH-GRADE STUDENTS USING A MICROCOMPUTER
Abstract
The major purpose of this study was to investigate the effect of computer-assisted instruction utilizing a microcomputer upon the acquisition of computer literacy by fifth-grade students at various levels of intellectual ability. This study also investigated the effect of computer-assisted mathematical instruction upon the acquisition of mathematical skills. The affective and cognitive areas of computer literacy were measured by the Minnesota Computer Literacy and Awareness Assessment. Intellectual ability was measured by the California Short-Form Test of Mental Maturity. Mathematical achievement was measured by the Mathematical Section of the Metropolitan Achievement Tests, Form F. The subjects of this study were 87 fifth-grade students. One group (N = 52), which consisted of three intact classrooms, received mathematical drill and practice using a computer-assisted instruction program and a microcomputer. The other group (N = 35), which consisted of two intact classrooms, received mathematical drill and practice utilizing a printed individualized mathematical kit. All students received their method of mathematical drill and practice for ten minutes, two times a week over a nine month period. Nested statistical designs were used in this study because the intact classes of students were nested within two schools which acted as the experimental group and the control group. One-way analysis of variance was used to test the dependent variables when possible. Each subtest was treated as a separate factor. Based on the results of this study, it was inferred that the use of computer-assisted instruction for mathematical drill and practice significantly improved both the affective and the cognitive computer literacy of fifth-grade students. It was inferred that high intellectual ability students as well as low intellectual ability students improved significantly in computer literacy after using a computer-assisted instruction program. The comparison of methods of instruction, computer-assisted instruction versus a printed individualized instruction mathematical kit, did not reveal a significant difference in relation to the acquisition of mathematical skills.
Degree
Ph.D.
Subject Area
Elementary education
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