Dissertation

A comparative study of achievement of students in a self-paced, computer learning program and of students in a traditional textbook learning program

Lewis, Ellen Clancy

1995

نظرة عامة

The study compared two groups of high school algebra classes at Harlem High School in Harlem, Georgia during the 1992-93 school year. There were 7 instructors, 5 teaching algebra in the traditional textbook method (the control group) and 2 using Learning Logic (the experimental group). The software package was developed for the National Science Center Foundation, Incorporated. Data were collected for all students including pretest/posttest scores, gender, socio-economic background, ethnicity, and enrollment in higher mathematics classes during the 1994-95 school year. Analysis of pretest scores determined that both groups were comparable in prior mathematics knowledge. A significant difference was found in gender and ethnicity on one posttest and in socio-economic background on both posttests. Differences in posttests may indicate gender and ethnic bias. No significant difference was found in delivery method. A significant difference was found in student enrollment in higher mathematics classes by students from the Learning Logic delivery method.

• الناشر: ProQuest Dissertations & Theses
• موضوع: Curricula / Curriculum development / Educational technology / Mathematics education / Teaching
• ISBN: 9798209427049