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THE EFFECTS OF LINKING CLASSROOM INSTRUCTION IN MATHEMATICS TO A PRESCRIPTIVE DELIVERY OF LESSONS ON AN INTEGRATED LEARNING SYSTEM
Abstract
ACKNOWLEDGMENTS This dissertation would not have been possible without the encouragement and support from numerous people. I wish thank my committee members, Terence Ahem, Arturo Olivarez, Nancy Maushak, Robert Price, and Sandi Cooper for their time, willingness to help, and expertise. I will be forever grateful to my family for providing me with the opportunity to pursue and enhance my education, for without their love and support this dissertation would not have been possible. TABLE OF CONTENTS ACKNOWLEDGMENTS,ii ABSTRACT,vii USTOFTABLES,viii LISTOFHGURES,ix CHAPTER I. INTRODUCTION,1 Statement of the Problem ,5 Research Questions ,7 Research Hypotheses ,8 Rationale,9
This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. Eighty-seven studies met these criteria, of which 36 used random assignment to treatments. There was limited evidence supporting differential effects of various mathematics textbooks. Effects of CAI were moderate. The strongest positive effects were found for instructional process approaches such as forms of cooperative learning, classroom management and motivation programs, and supplemental tutoring programs. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.
Presents a conceptual analysis of four sets of research issues raised by the rapid intrusion of microcomputers into the lives of children. The first involves use of the computer as a vehicle for studying the determinants of intrinsic motivation. The second involves the study of the relationships between intrinsic motivation and instructional effectiveness in educational software. The third involves the empirical examination of contrasting philosophies of instruction embodied in different current approaches to the design of computer-based educational programs. The final set of issues concerns the effects of the widespread introduction of the computer on social equality, the process of social development, and the goals of formal education. It is argued that these issues should be examined before this technology becomes part of daily life. (99 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Management of instruction is a key element of computer-related research. This is equally true for courses designated as computer-managed instruction (CMI) and for large computer-assisted instruction (CAI) courses. This paper presents a context for the study of computer-managed instruction and reviews a number of the key studies in that area. With the reorientation toward microcomputer-based instructional systems, it seems propitious to summarize the research on CMI to this point in time.
In this study, the effects of instructional strategies designed to promote computation mastery were studied. These strategies included: traditional teacher-based mastery instruction with traditional teacher-based remedial tutoring, traditional mastery instruction with computerized remedial tutoring, computerized mastery instruction with computerized remedial tutoring; computerized mastery instruction with traditional remedial tutoring, and conventional nonmastery instruction. Analyses were conducted to examine the effects of mastery methods versus the conventional nonmastery methods and to study the effects of varied levels of traditional and computer-based mastery instruction. Mastery treatments were more effective than the nonmastery treatment for lesson achievement. Students performed best when the delivery system, traditional or computerized, was varied from initial instruction to remediation. No attitude differences were found between mastery and conventional instruction, but students receiving computer-based instruction reported more favorable attitudes than those receiving initial instruction from the teacher.
Currently, schools are investing substantial funds in integrated learning systems (I.L.S.'s)—networked comprehensive basic skills software from a single vendor. Although rational arguments can be made for the effectiveness of I.L.S.'s, districts want—and vendors are supplying—empirical evidence for decisionmaking. This article reanalyzes results reported in thirty evaluations of I.L.S.'s by using a common “effect size” statistic and correcting, where possible, for deficiencies in the original designs and reports. Some studies (including the most widely cited) substantially over-report I.L.S. effectiveness. On average, I.L.S.'s show a moderately positive effect on student achievement. However, the poor quality of most evaluations and the likely bias in what does get reported at all provide too weak a platform for district purchasing decisions.
This article describes a theory relating alterable elements of school and classroom organization to effects on student achievement. Four critical elements are proposed: quality of instruction, appropriate levels of instruction, incentive, and time (QAIT). Changes in each of these elements are held to be multiplicatively related to changes in student achievement, supporting a view that multiple elements may have to be addressed if innovative instructional methods are to produce substantial gains in student achievement. Research evidence on each of the four components is briefly reviewed, and the QAIT perspective is applied to a discussion of findings from two areas of research: individualized instruction and ability grouping.
Examples of school systems that are using technology effectively show that school districts should take the following steps: (1) link measurable educational purposes with technology; (2) manage organizational and instructional changes to support technology; (3) create a long-term infrastructure plan for the entire school district; and (4) establish a technology-management team. (MLF)
Reviews current research regarding integrated learning systems (ILS) in elementary and secondary education. Topics discussed include instructional effectiveness; implementation strategies, including adequate time, teacher involvement, curriculum integration, and staff development; classroom social processes; and implications for teachers. (LRW)
This study investigated whether the mathematics achievement of at-risk students using computer-assisted instruction (CAI) differed significantly from the achievements of at-risk students using other methods of instruction. At-risk fifth graders were randomly selected across a school district and assigned to one of three groups: (a) extended computer time (T1), (b) extended time-on-task (T2), (c) control group (C). All students used classroom computers; group T1 spent an extra 60 minutes per week engaged in CAI. Group T2 had special workbooks and worked for an equal amount of noninstructional time independently. Students were pretested in December and posttested in May. Software was correlated to the text, state essential elements, the workbook, and tests; the same software was used by all students. Mean gain scores were computed and the analysis of variance and multiple comparisons tests were employed. A one-factor ANOVA was conducted on treatments and a two-factor ANOVA on gender. Analysis indicated a significant difference in achievement between boys in group T1 and boys in group T2. Girls in group T1 achieved greater gains than girls using workbooks, but not at a statistically significant level.
Research has indicated that computer-assisted instruction can give students an advantage compared to traditional instruction. Money spent on educational technology must be matched with staff development and support for implementation efforts. Lists seven references on computers and technology in education. (MLF)
Suggests that schools must catch up with their students' knowledge of computers and insist on engagement with the technology of learning. Presents four major areas in which technology can help educators shift the classroom focus from compliance and obedience to effectiveness and collaboration. (ET)
Computer-based integrated instructional systems (IISs), also called integrated learning systems, are becoming more prevalent in the classroom. Several critical factors influence IIS effectiveness, including coordination of the IIS with the school's curriculum, appropriate staff training, choice of system manager, principal and district support, and "hidden" ongoing costs. (MLH)
Provides an overview of this special issue, which focuses on computer-based integrated learning systems (ILSs). Highlights include a definition of ILSs; historical background; research evidence on the effectiveness of ILSs; planning requirements; vendors' perspectives; educators' viewpoints; and the future possibilities of ILSs. (LRW)
Discusses methods of improving the performance of integrated learning systems (ILSs). Topics addressed include the theoretical basis of ILSs; appropriate level of instruction; academic learning time; motivation; quality of instruction; a study of elementary students' use of ILSs; individualized and homogeneous group activities; mixed-ability cooperative groups; remediation; and vendors' roles. (18 references) (LRW)
The purpose of the present study was three fold: (a) to examine the effects of a Computer-Based Integrated Learning System (ILS) implemented individually vs. cooperatively upon mathematics achievement; (b) to investigate the differential effects of the two modes of implementation on lower and higher cognitive processes; and (c) to compare the effects of the two conditions on various cognitive processes for different types of students. Participants were third and sixth grade students (5 schools, 19 classrooms, N = 623 children). Within each grade level, classes were randomly assigned to work cooperatively or individually with the ILS. The duration of the study was approximately one academic year. Results showed that in both grade levels, students who used the system cooperatively outperformed their counterparts who used the system individually. The beneficial effects of the cooperative ILS were manifest on basic skills and higher cognitive processes. In addition, the analyses showed that within third grade, low achievers benefited from the cooperative ILS more than high achievers, whereas within sixth grade, the aptitude X treatment interaction on the post-treatment mean scores was not significant. The findings are discussed from both theoretical and practical perspectives.
The purpose of this study was to determine whether combining cooperative learning strategies with instruction delivered using
an Integrated Learning System (ILS) produced academic and attitudinal gains in students. Sixty-five fifth-grade students were
randomly divided into two groups, cooperative and individual. Students in the cooperative group worked on ILS math activities
with a partner. Students in the individual group worked on the same activities by themselves. Achievement and attitudinal
data were collected for the students prior to the experimental treatment and at the end of the treatment period. Results revealed
that students using an ILS for mathematics instruction performed better on standardized tests and were more positive toward
math and the computer math activities when they worked in cooperative groups than when they worked on the same activities
individually.
The relative effectiveness of computer-aided instruction (CAI) systems has become a popular research area. Over time, the focus has shifted from assessing the relative effectiveness of CAI (in comparison to traditional classroom teaching) to identifying factors that influence the success of CAI implementation.This paper presents a set of questions that form the basis for research in CAI. The questions evolve from a framework which suggests a set of components contributing to the effectiveness of CAI. These components are divided into four categories: student, environment, medium, and subject.As the research focus has changed, so has the technology that has been applied to instruction. Special attention is paid to the recent development of interactive videodisc (IVD) technology and the promise that it has shown as a new medium for instruction.
Includes abstract. Thesis (Ed. D.)--Baylor University, 1993. Includes bibliographical references (leaves 95-100).
Typescript. Thesis (Ed. D.)--Florida State University, 1994. Includes bibliographical references.
Includes abstract. Thesis (Ed. D.)--Baylor University, 1991. Includes bibliographical references (leaves 119-125).
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