Date

8-2013

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Gary Woods

Primary Subject Area

Education, General; Education, Mathematics; Education, Elementary; Education, Technology; Education, Curriculum and Instruction

Keywords

attitude, elementary education, math achievement, supplemental instruction, technology

Disciplines

Curriculum and Instruction | Education | Educational Methods | Science and Mathematics Education

Abstract

The purpose of this quasi-experimental non-equivalent control group study was to test theories of constructivism and motivation, along with research-based teaching practices of differentiating instruction and instructing within a child's Zone of Proximal Development, in measuring the effect of computer-aided instruction on fifth grade students' attitude and achievement in math. Students in Pennsylvania completed an attitude survey at the beginning, middle, and end of the study (Pierce, Stacey & Barkatsas, 2007). Achievement was measured by the 4Sight Math assessment (Pennsylvania State Education Association, 2007) which was given at the beginning of the study, after the first seven weeks of instruction, and then at the end of the study. Five fifth grade teachers were randomly assigned as treatment or control, indicating which instructional strategy they would implement. Treatment groups received traditional direct instruction and guided practice, and then computer-aided instruction as a supplemental math practice session. Control groups participated in traditional instruction and guided practice, which incorporated Interactive Whiteboards, with only traditional methods used for supplemental practice. Data from the attitude survey were used to indicate changes that students showed after using the computer for practice as compared to using traditional methods of practice. Data from the 4Sight Math assessments were used to determine any changes in achievement after each method was implemented. Results determined that computer-aided instruction did not have a significant effect on student achievement, but did positively impact the attitude of low-achievers.

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