Effects of Computer-Assisted Mathematics Instruction on Disadvantaged Pupils' Cognitive and Affective Development

Zemira R. Mevarech · Yisrael Rich

51 citations0/0 files storedThe Journal of Educational Research

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Mathematics Education and Teaching Techniques Mathematics Education and Pedagogy Education and Technology Integration

Abstract

Schofield (1981) demonstrated a degree of incompatibility in simultaneously maximizing pupils' cognitive and affective outcomes in elementary school mathematics. In contrast, computer-assisted instruction (CAI) incorporates elements that should facilitate accomplishing both goals. This study was conducted to investigate the impact of CAI on the mathematical achievement and self-concept as well as the perception of the quality of school life among disadvantaged boys and girls in third, fourth, and fifth grades (V = 376). Results indicated that in a combined CAI-traditional program, as oppossed to only traditional instruction, students consistently scored higher on both cognitive and affective measures while grade level and gender were generally nonsignificant. Differences between this study and previous research are discussed as well as the differential influence of CAI and traditional instruction on disadvantaged pupils.

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1968Life in Classrooms 1979Human Characteristics and School Learning 1981Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis.1982Self concept: The interplay of theory and methods.1980Cooperative Learning 1980Effectiveness of Computer-Based College Teaching: A Meta-Analysis of Findings 1983Effects of computer-based teaching on secondary school students.1977Human Characteristics and School LearningBenjamin S. Bloom. New York: McGraw-Hill Book Company, 1976284 pp. hardcover, $10.95.

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2003Mathematics Interventions for Children with Special Educational Needs 2008Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis

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