Investigating the Effects of Computer-Assisted Instruction on Achievement and Attitudes towards Mathematics among Seventh-Grade Students in Kuwait

Autor/inn/en	Soliman, Mamdouh M.; Hilal, Ahmed J.
Titel	Investigating the Effects of Computer-Assisted Instruction on Achievement and Attitudes towards Mathematics among Seventh-Grade Students in Kuwait
Quelle	In: International Journal for Technology in Mathematics Education, 23 (2016) 4, S.145-159 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Foreign Countries; Investigations; Computer Assisted Instruction; Grade 7; Mathematics Achievement; Student Attitudes; Scientific Attitudes; Control Groups; Experimental Groups; Quasiexperimental Design; Pretests Posttests; Intermode Differences; Attitude Change; Statistical Significance; Attitude Measures; Kuwait + Suchen Sie Ihr Suchwort? Ausland; Untersuchung; Computer based training; Computerunterstützter Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Attitudinal change; Einstellungsänderung
Abstract	This study evaluates the effectiveness of Computer-Assisted Instruction (CAI) compared with traditional classroom instruction of mathematics of seventh graders in Kuwait's public schools. We aimed to compare students learning outcomes between two groups: the control group, taught traditionally without the use of computers, and the experimental group, receiving CAI supported instruction in the same grade level. We examined the difference in learning outcomes and attitudes towards mathematics between the CAI and traditional instruction groups. This quasi-experimental research followed the pre-test/post-test equivalent group design. The CAI group used a combination of discovery-environment and simulation software supported by the Cambridge HOTmaths environment. Results indicate that total gain in mathematics achievement from CAI is statistically significantly higher than with traditional teaching methods. CAI was more effective in increasing students' mathematical comprehension and application skills in the experimental group. Components related to the development of total attitude towards each of mathematics enjoyment, mathematics values, mathematics learning, and attitude towards mathematics favored the experimental group. Overall, the significance tests supported our hypotheses that CAI could contribute effectively to teaching methods; made it possible to improve students' mathematics achievement and increase positive attitude towards the subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01