An investigation of the effects of tutorial and tool applications of computer-based education on achievement and attitude in secondary mathematics
Abstract
This study addressed the effects of integrating two forms of computer-based education on overall mathematics achievement, conceptual mathematics achievement, computational achievement, attitude toward mathematics, and attitude toward computer-based education. The two forms of computer-based education integrated into the regular instruction were a computer tutorial program and a computer tool program. The computer tutorial and the computer tool group formed the two experimental groups. A third group, with no computer utilization integrated into the instruction, served as the control group. A total sample of 104 subjects from second-year algebra classes at a comprehensive high school in Indiana participated in this quasi-experimental study. Prior to the treatment, the subjects were administered pretests on mathematics achievement, attitude toward mathematics, and attitude toward computers. Posttests were administered after the treatment. The instrument used to assess mathematics attitude was a modified version of the Purdue Math and Science Attitude Scale. The instrument for measuring computer attitude was the Minnesota Computer Literacy and Awareness Assessment computer attitude scale (modified). The pretest and posttest mathematics achievement tests were equivalent, 20-item, multiple choice, tests. These tests were designed on the basis of conceptual and computational processes. The treatment, which was an integration of the two forms of computer usage into the regular instruction, lasted for three weeks. The content coverage was exponential and logarithmic functions which was the regular unit of instruction. The results of the study showed that varying the instructional method resulted in no significant difference in overall mathematics achievement. When achievement was considered in the segments of conceptual and computational achievement significant differences were observed. The computer tool group scored significantly higher in conceptual achievement, and the control group scored significantly higher in computational achievement. The computer tool group demonstrated a significantly more positive attitude toward mathematics after the treatment than the other two groups. There were no significant differences among the groups in attitude toward computers after the treatment, although the computer-using groups demonstrated positive gains on this variable.
Degree
Ph.D.
Advisors
Lehman, Purdue University.
Subject Area
Educational software|Mathematics education|Secondary education
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