Using Computer-Assisted Instruction to Personalize Arithmetic Materials for Elementary School Children.
Anand, Padma G.; Ross, Steven M. (1987). Journal of Educational Psychology, v79 n1 p72-78. Retrieved from: https://eric.ed.gov/?id=EJ348470
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examining48Students, grades5-6
Grant Competition
Review Details
Reviewed: September 2016
- Grant Competition (findings for Computer-assisted instruction: abstract context)
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
11 question math achievement test |
Computer-assisted instruction: abstract context vs. Business as usual |
0 Days |
Full sample;
|
2.28 |
1.12 |
Yes |
-- |
|
|
11 question math achievement test |
Computer-assisted instruction: abstract context vs. Computer-assisted instruction: concrete context |
0 Days |
Full sample;
|
2.28 |
3.58 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 53%
Male: 47% -
Race Black 52% White 48%
Study Details
Setting
The study took place at computers at a university-affiliated elementary school.
Study sample
The total sample was composed of 45 boys and 51 girls. Fifty were Black and 46 were Caucasian. There were 47 fifth grade students and 49 sixth grade students. The study report did not mention other sample characteristics.
Intervention Group
Groups of 1-3 students (each students used a separate computer) attended computer-assisted division of fractions lessons. The lessons were adapted from textbook, workbook, and teacher-made materials. The lessons reviewed math facts, introduced the rule for dividing fractions, and demonstrated the rule with five example problems. The students received example math problems that used general referents without meaningful background context.
Comparison Group
There were three comparison conditions. The first comparison condition was a business-as-usual condition that completed math units on addition, subtraction, and multiplication of fractions but did not receive any computer-assisted instruction. The second comparison condition was similar to the intervention, but where students received concrete context. Groups of 1-3 students (each student used a separate computer) attended computer-assisted division of fractions lessons. The lessons were adapted from textbook, workbook, and teacher-made materials. The lessons reviewed math facts, introduced the rule for dividing fractions, and demonstrated the rule with five example problems. The students received example math problems that used specific but non-personal referents. The third comparison condition was also similar to the intervention, but where students received personalized context. Groups of 1-3 students (each student used a separate computer) attended computer-assisted division of fractions lessons. The lessons were adapted from textbook, workbook, and teacher-made materials. The lessons reviewed math facts, introduced the rule for dividing fractions, and demonstrated the rule with five example problems. The students received example math problems that used referents that were items personally familiar to the student. The information to personalize the intervention was collected in a student biographical questionnaire.
Support for implementation
The interventions (all three computer-assisted instruction interventions) were implemented by the researcher. No support for implementation was provided.
Grant Competition
Review Details
Reviewed: September 2016
- Grant Competition (findings for Computer-assisted instruction: personalized context)
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
11 question math achievement test |
Computer-assisted instruction: personalized context vs. Business as usual |
0 Days |
Full sample;
|
5.95 |
1.12 |
Yes |
-- |
|
|
11 question math achievement test |
Computer-assisted instruction: personalized context vs. Computer-assisted instruction: abstract context |
0 Days |
Full sample;
|
5.95 |
2.28 |
Yes |
-- |
|
|
11 question math achievement test |
Computer-assisted instruction: personalized context vs. Computer-assisted instruction: concrete context |
0 Days |
Full samp;
|
5.95 |
3.58 |
Yes |
-- |
|
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 53%
Male: 47% -
Race Black 52% White 48%
Study Details
Setting
The study took place at computers at a university-affiliated elementary school.
Study sample
The total sample was composed of 45 boys and 51 girls. Fifty were Black and 46 were Caucasian. There were 47 fifth grade students and 49 sixth grade students. The study report did not mention other sample characteristics.
Intervention Group
Groups of 1-3 students (each student used a separate computer) attended computer-assisted division of fractions lessons. The lessons were adapted from textbook, workbook, and teacher-made materials. The lessons reviewed math facts, introduced the rule for dividing fractions, and demonstrated the rule with five example problems. The students received example math problems that used referents that were items personally familiar to the student. The information to personalize the intervention was collected in a student biographical questionnaire.
Comparison Group
There were three comparison conditions. The first comparison condition was a business-as-usual condition that completed math units on addition, subtraction, and multiplication of fractions but did not receive any computer-assisted instruction. The second comparison condition was similar to the intervention, but where students received abstract context. Groups of 1-3 students (each students used a separate computer) attended computer-assisted division of fractions lessons. The lessons were adapted from textbook, workbook, and teacher-made materials. The lessons reviewed math facts, introduced the rule for dividing fractions, and demonstrated the rule with five example problems. The students received example math problems that used general referents without meaningful background context. The third comparison condition was also similar to the intervention, but where students received concrete context. Groups of 1-3 students (each student used a separate computer) attended computer-assisted division of fractions lessons. The lessons were adapted from textbook, workbook, and teacher-made materials. The lessons reviewed math facts, introduced the rule for dividing fractions, and demonstrated the rule with five example problems. The students received example math problems that used specific but non-personal referents.
Support for implementation
The interventions (all three computer-assisted instruction interventions) were implemented by the researcher. No support for implementation was provided.
Grant Competition
Review Details
Reviewed: September 2016
- Grant Competition (findings for Computer-assisted instruction: concrete context)
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
11 question math achievement test |
Computer-assisted instruction: concrete context vs. Business as usual |
0 Days |
Full sample;
|
3.58 |
1.12 |
Yes |
-- | |
|
11 question math achievement test |
Computer-assisted instruction: concrete context vs. Computer-assisted instruction: abstract context |
0 Days |
Full sample;
|
3.58 |
2.28 |
No |
-- | |
|
11 question math achievement test |
Computer-assisted instruction: concrete context vs. Computer-assisted instruction: personalized context |
0 Days |
Full samp;
|
3.58 |
5.95 |
Yes |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 53%
Male: 47% -
Race Black 52% White 48%
Study Details
Setting
The study took place at computers at a university-affiliated elementary school.
Study sample
The total sample was composed of 45 boys and 51 girls. Fifty were Black and 46 were Caucasian. There were 47 fifth grade students and 49 sixth grade students. The study report did not mention other sample characteristics.
Intervention Group
Groups of 1-3 students (each student used a separate computer) attended computer-assisted division of fractions lessons. The lessons were adapted from textbook, workbook, and teacher-made materials. The lessons reviewed math facts, introduced the rule for dividing fractions, and demonstrated the rule with five example problems. The students received example math problems that used specific but non-personal referents.
Comparison Group
There were three comparison conditions. The first comparison condition was a business-as-usual condition that completed math units on addition, subtraction, and multiplication of fractions but did not receive any computer-assisted instruction. The second comparison condition was similar to the intervention, but where students received abstract context. Groups of 1-3 students (each students used a separate computer) attended computer-assisted division of fractions lessons. The lessons were adapted from textbook, workbook, and teacher-made materials. The lessons reviewed math facts, introduced the rule for dividing fractions, and demonstrated the rule with five example problems. The students received example math problems that used general referents without meaningful background context. The third comparison condition was also similar to the intervention, but where students received personalized context. Groups of 1-3 students (each student used a separate computer) attended computer-assisted division of fractions lessons. The lessons were adapted from textbook, workbook, and teacher-made materials. The lessons reviewed math facts, introduced the rule for dividing fractions, and demonstrated the rule with five example problems. The students received example math problems that used referents that were items personally familiar to the student. The information to personalize the intervention was collected in a student biographical questionnaire.
Support for implementation
The interventions (all three computer-assisted instruction interventions) were implemented by the researcher. No support for implementation was provided.
Developing Effective Fractions Instruction for Kindergarten Through 8th Grade
Review Details
Reviewed: September 2010
Developing Effective Fractions Instruction for Kindergarten Through 8th Grade Practice Guide- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 53%
Male: 47% -
Race Black 52% White 48%
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