| This study involved an investigation of the effectiveness of the Learning Logic program in terms of algebraic achievement, mathematical attitude, and mathematical anxiety. Learning Logic is a self-paced, computer-based system for teaching algebra. During the Spring Semester 1999, students enrolled in five Elementary Algebra classes at a community college participated in the study. An instructor taught one class (n = 5) in a regular classroom. This instructor along with a second instructor taught the remaining four classes (n = 20) via the Learning Logic program.;Students completed the evaluation instruments at the beginning and end of the semester. These evaluation instruments included the Descriptive Tests of Mathematics Skills (Elementary Algebra subtest), Aiken's Mathematics Attitude Scale, and the Phobus. Data from these instruments were analyzed using t-tests. In some analyses, a nonparametric test, the Mann-Whitney U test, was used to confirm the findings of the t-test. These statistical analyses found no significant difference between the non-computer group (M = 18.80) and computer group (M = 17.89) on the pre-course achievement test, although low power was a concern for this analysis. However, the non-computer group (M = 26.60) scored significantly higher (p = .005) than the computer group ( M = 18.84) on the post-course algebra achievement test.;Comparisons between the computer group and the non-computer group on the attitude and anxiety surveys were not possible. No significant differences for a medium or large effect were found between the pre-course attitude scores (M = 76.32) and the postcourse attitude scores ( M = 72.58) for the computer group, p = .168. The same was true for the computer group's pre-course anxiety scores ( M = 72.74) and post-course anxiety scores (M = 76.47) with p = .472. However, in both the case of attitude and of anxiety, it was noted that a small effect may not have been detected due to the power of the analysis.;No significant differences were found between the males and females in the computer group in terms of achievement, attitude, or anxiety. Low power, however, limited the interpretations of the analyses investigating gender. In terms of achievement, the results suggested that the Learning Logic program as it was utilized in this study was not as effective as teacher-directed instruction for teaching elementary algebra in this community college. |
