Date of Award

3-1-2011

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education

First Advisor

P. Bruce Uhrmacher, Ph.D.

Second Advisor

Susan Korach

Third Advisor

Kent Seidel

Fourth Advisor

Roger E. Salters

Keywords

Computer-assisted instruction, Constructivism, Mathematics, Pedagogy

Abstract

Student achievement is not progressing on mathematics as measured by state, national, and international assessments. Much of the research points to mathematics curriculum and instruction as the root cause of student failure to achieve at levels comparable to other nations. Since mathematics is regarded as a gate keeper to many educational opportunities as well as, eventually, potential job prospects, critics are asking schools to fix the problem.

This research project is a comparison of two different interventions used to improve student performance as tested on the Colorado State Assessment Program (CSAP). The first intervention, increased time-on-task, was used at Freedom High School for the school years 2004-2005 until 2008-2009. In those years, mathematics achievement did not improve and CSAP scores showed a negative trend. In the school year 2009-2010, Freedom High School used a computer-assisted instruction program as an intervention for low performing students. A matched-pair design was used to compare these two interventions to determine if the new intervention would improve student achievement.

Eighth grade CSAP scale scores for both groups were used as a pre-test and ninth grade CSAP scale scores were used as a post-test. Pre-test mean scale scores were compared to determine variance between the groups. An analysis of covariance was used as a control for the mean differences. The statistical analysis showed that the computerassisted instructional program was ineffectual in improving student achievement in the sample group selected. Chapter Five offers discussion focused on the reasons why the computer-assisted instruction program did not work and possible solutions to correct the problems in the future. References are made to the fact that pedagogy must change if real achievement gains are going to be made by students.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

James M. Calhoun Jr.

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

105 p.

Discipline

Curriculum development, Mathematics education

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