Computer-Assisted Instruction Versus Traditional Classroom Instruction: Examining Students' Factoring Ability in High School Algebra One

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dc.contributor.advisor Karen F. Hollebrands, Committee Chair en_US
dc.contributor.advisor John R. Kolb, Committee Member en_US
dc.contributor.advisor Mohan S. Putcha, Committee Member en_US
dc.contributor.author Clinkscales, Michael John en_US
dc.date.accessioned 2010-04-02T18:08:16Z
dc.date.available 2010-04-02T18:08:16Z
dc.date.issued 2002-11-13 en_US
dc.identifier.other etd-10312002-230656 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/1850
dc.description.abstract The purpose of this study is to examine the effectiveness of computer-assisted instruction compared to the traditional instruction of a classroom teacher in mathematics. The results of the study are based a series of tests administered to two classes of Algebra I students. The test scores are used to analyze the achievement each class demonstrated through the tests. The study also examines the perceptions of students' experiences using computer-assisted instruction and its ability to meet their educational needs. The study uses two randomized classes in a high school setting. The two classes are Algebra I classes dealing with factoring polynomial expressions. The control group received traditional classroom instruction on factoring. The experimental group received instruction from an on-line learning system, called NovaNET. Both classes had equal number of students (n = 25) and were given their respective instruction during the same time period. The experimental group participated in a group discussion at the end of the study to relate their experience with computer-assisted instruction. A two-sample t-test was used to determine that there was no significant difference between the two forms of instruction. The students also did not show any significant difference in retaining the information taught. These analyses were determined from a posttest and retention test administered during the research period. Another analysis was performed on individual concepts learned during factoring. The item analysis of the posttest showed inconclusive data. During the discussion, the students' comments leaned toward favoring a more traditional classroom environment. Some students did recognize the power of the computer and suggested that both forms of instruction be integrated. Overall, the results suggest that there is no significant difference between the two methods of teaching. Both methods have positive features that bring the best out of instruction. It is recommended that continued research be done on computer-assisted instruction and comparing its methods with that of traditional instruction. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject NovaNET en_US
dc.subject factoring en_US
dc.subject computer-assisted learning en_US
dc.subject mathematics en_US
dc.title Computer-Assisted Instruction Versus Traditional Classroom Instruction: Examining Students' Factoring Ability in High School Algebra One en_US
dc.degree.name MS en_US
dc.degree.level thesis en_US
dc.degree.discipline Mathematics Education en_US


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