The effectiveness of computer -aided instruction in eighth-grade pre -algebra classrooms in Idaho

Over the past several years the State of Idaho has invested millions in an effort to upgrade the technology in its public schools. Teachers and administrators have received little assistance in their efforts to determine the most effective software programs for the various courses taught in the state's schools. Software vendors make outrageous claims concerning ease of use and student academic growth in their respective products. Few curriculum specialists have expertise in combining hardware, software and teacher technology training in conjunction with effective classroom teaching strategies. This study examined two types of computer aided instructional teaching strategies for eighth grade pre-algebra instruction and compared them with traditional teaching strategies.;For a period of 25 weeks during the 1999–2000 school year, 350 eighth grade pre-algebra students in six schools were studied. Ninety-four students received traditional instruction, 162 were instructed under the Accelerated Math system of computer aided instruction, and 94 students were instructed using either Jostens or CCC computer aided instructional strategies. In October, each student was assessed with the standardized Iowa Test of Basic Skills. In May, the Iowa Test was given to the sample group again. The difference in Mathematics Total scores was used to measure academic progress.;From pretest to posttest, students overall from the six schools of the study demonstrated significant gain in mathematical growth. Students using Accelerated Math scored significantly higher than students using traditional instruction and students being taught with Jostens or CCC software. Students from the bottom quartile, based upon the pretest, achieved higher rates of learning than students from the upper quartile. In addition, the data suggested bottom quartile students receiving instruction with Accelerated Math performed at a significantly higher rate than students using Jostens or CCC software and students taught with traditional teaching strategies. Participants from the upper quartile showed no significant differences in achievement mean scores among the three teaching strategy groups.