The Degree of Effectiveness of CAI with Sixth Grade Students Found to be at the Frustrational Level in Multiplication and Division Computation
Year: 2010
Type: article
Abstract: This study investigated whether computer-assisted instruction (CAI) was effective in increasing the mathematics computational fluency of three female sixth grade students performing at the frustrational level (Shapiro & Lentz, 1986;Deno & Mirkin, 1977) in multiplication and division.The Key Skills (Sunburst Technology, 2003) computer program served as the independent variable.A multiple baseline design across subjects was chosen to evaluate the effectiveness of this CAI intervention (Cooper, Heron, & Heward, 1987) with correct digits per minute on timed skills probes serving as the dependent variable.In addition, work completion and accuracy were compared between CAI and seatwork.As a result of the CAI intervention, two of the three participants increased their fluency rates from baseline to intervention, although drastic changes in level or trend were not apparent.Definitive comparisons between each participant's work completion and accuracy during the CAI and seatwork conditions could not be made due to varying seatwork session length, inequitable opportunities to practice, and varying independent variable complexity.Teacher and student treatment acceptability ratings were highly favorable.Post-completion analysis of error rates led to discussion of future directions and next steps.iv v Acknowledgements Completion of this dissertation would not have been possible without the support of several incredible individuals.First, I would like to thank Dr. Ed Lentz, my dissertation chair, for his patience and continual support.I would also like to thank the other members of my doctoral committee, Dr. Renee Hawkins and Dr. Stephen Kroeger, whose guidance and feedback strengthened this study.Thank you to Jessica Raney, Liz Barkley, and Bethany Rausch for their hard work with data collection and graphing
Author: Carrie Elizabeth Bunger
Institution: University of Cincinnati
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1494723721