The Effect of Computer Based Instructional Technique for the Learning of Elementary Level Mathematics among High, Average and Low Achievers

Autor/inn/en	Afzal, Muhammad Tanveer; Gondal, Bashir; Fatima, Nuzhat
Titel	The Effect of Computer Based Instructional Technique for the Learning of Elementary Level Mathematics among High, Average and Low Achievers
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 10 (2014) 4, S.47-59 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Teaching Methods; Computer Assisted Instruction; Low Achievement; High Achievement; Mathematics Achievement; Courseware; Textbooks; Rural Schools; Single Sex Schools; Pretests Posttests; Scores; Algebra; Geometry; Statistical Analysis; Foreign Countries; Pakistan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernsoftware; Textbook; Text book; Schulbuch; Lehrbuch; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Geometrie; Statistische Analyse; Ausland
Abstract	The major objective of the study was to elicit the effect of three instructional methods for teaching of mathematics on low, average and high achiever elementary school students. Three methods: traditional instructional method, computer assisted instruction (CAI) and teacher facilitated mathematics learning software were employed for the teaching of three chapters of six class mathematics textbook (Integers, Algebra and Geometry). Interactive software was developed, using the contents of these three chapters. Two urban and two rural schools were selected containing a male and a female school. Seventy eight students from each of the four randomly selected schools were randomly selected and assigned in to three groups. On the basis of pretest the students were identified as low, average and high achievers. After the treatment a post test was conducted. The score of the students were analyzed that revealed teacher facilitated mathematics instructional method produced better score when compared with CAI and traditional instructional methods of teaching mathematics for low and average achievers, but no significant difference was observed between instructional techniques for high achievers. It raises the questions; why instructional techniques not affected the high achievers scores? What kind of provisions may be added in the next version of the instructional software? (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http::ijedict.dec.uwi.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01