Last edited by Mikalmaran

Tuesday, July 21, 2020 | History

2 edition of **The effects of computer-assisted instruction for mastery of multiplication facts** found in the catalog.

The effects of computer-assisted instruction for mastery of multiplication facts

Kevin Lawrence Bukatman

- 17 Want to read
- 25 Currently reading

Published
**2000**
.

Written in English

ID Numbers | |
---|---|

Open Library | OL21768197M |

This study examines the impact of computer technology (CT) on mathematics education in K classrooms through a systematic review of existing literature. A meta-analysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36, learners indicated statistically significant positive effects of CT on mathematics achievement. Fourth grade elementary school children exhibiting high and low mathematics anxiety were trained on multiplication facts using the Math Builder Program, a computer program designed to bring their performance to the automaticity level. Mathematics anxiety, measured by the Mathematics Anxiety Rating Scale--Elementary version (MARS-E), was assessed before and .

Math fact fluency is foundational for later mathematics education. Unfortunately, many students across the nation continue to struggle with these core skills. Computer-assisted instruction may be a potentially valuable tool for improving math fact fluency due to its ability to differentiate instruction at the student level, provide added practice opportunities, and . of mastery of basic addition and multiplication facts; failure to understand place value and numeration; and confusion with subtraction and regrouping. in other grades and the effect of computer assisted instruction on student errors. Table of Contents Chapter 1.

The role of computer assisted teaching in learning and teaching is beyond dispute that its contributions in educational and instructional process are so significant. According to Doğanay (), the advantages supplied by this method are as follows. 1. It increases efficiency in education and instruction, it makes effectiveness easier in. the multiplication facts quickly and accurately. Even though students are introduced to this basic skill in the early grades, many of them have not achieved mastery performance levels to the extent that they can swiftly recall the multiplication facts. This study researched how Computer Assisted Instructional (CAI) software could help seventh grade.

You might also like

Ecology of Aleutian Canada geese at Buldir Island, Alaska

Ecology of Aleutian Canada geese at Buldir Island, Alaska

Leonda Finke

Leonda Finke

12th Israeli-German Status Seminar in Biotechnology

12th Israeli-German Status Seminar in Biotechnology

Cricket cigarette and trade cards

Cricket cigarette and trade cards

Learning to use microcomputer applications

Learning to use microcomputer applications

Adolescent girls

Adolescent girls

The 1980 corpus almanac of Canada

The 1980 corpus almanac of Canada

Employment-based health insurance

Employment-based health insurance

delinquent boy

delinquent boy

Gallup Poll, 1935-2000

Gallup Poll, 1935-2000

American painting from the Armory Show to the Depression..

American painting from the Armory Show to the Depression..

Tolleys tax guide

Tolleys tax guide

Caller and other pieces

Caller and other pieces

Squares

Squares

The primary purpose of this study was to evaluate the effect of basic multiplication mastery () and self-efficacy outcomes for elementary age students attempting to master multiplication facts in a Computer-Assisted Instructional (CAI) environment. Timez Attack (TA), a modern Internet based 3-D multiplication video game, was the computer program used in this : Loraine Jones Hanson.

The primary purpose of this study was to evaluate the effect of basic multiplication mastery () and self-efficacy outcomes for elementary age students attempting to master multiplication facts in a Computer-Assisted Instructional (CAI) environment. Timez AttackAuthor: Loraine Jones Hanson.

The acquisition of multiplication facts by 4 elementary students with learning disabilities was compared under two instructional delivery formats—teacher directed and computer assisted. The two interventions were compared in terms of opportunities to respond and success rate.

All students mastered more facts in the teacher-directed by: Wilson et al. () compared the effects of combination CAI, Math Blaster (Eckert & Davidson, ), to teacher-directed instruction on students’ mastery and automaticity skills in single-digit multiplication ranged from 2 to 9.

Four students with LD received the combination CAI and teacher-directed instruction in each by: The study " Learning Multiplication through Computer-Assisted Learning Activities", (Chang, Sung, Chen, & Huang ), develops and implements a computer-assisted learning (CAL) program with both.

1. Introduction. Computer technologies profoundly impact research and practice in mathematics education. The numerous studies (Chang et al.,Chang et al.,Kaput,Prensky, ) reporting that computer-assisted learning (CAL) helps students to comprehend mathematical concepts indicate the increasing importance of ore.

Computer-assisted instruction with constant time delay to teach multiplication facts to students with learning disabilities of the research on the effects of computer-assisted instruction (CAI.

The aim of this study is to examine the effects of computer assisted instruction materials on approximate number skills of students with mathematics learning difficulties. The study was carried out with pretest-posttest quasi experimental method with a single subject.

The participants of the study consist of a girl and two boys who. Combining Explicit Strategy Instruction and Mastery Practice to Build Arithmetic Fact Fluency Show all authors.

Stephanie Morano, Using computer-assisted instruction to build math fact fluency: Effects of a strategic intervention with iPad practice on the multiplication fact performance of fifth-grade students with learning disabilities.

CHAPTER ONE. INTRODUCTION. Background to the Study. Education in the 21 st century has simply become dependent on computer as a necessary tool for enhancing teaching and learning, communication and access to information (Mason, ).

The challenge therefore is to be able to remain relevant in the competitive education system, through the adoption and. computer assisted instruction, cooperative computer assisted instruction, and those exposed to conventional instruction. (2) The influence of students’ gender on their performance in biology, when they are exposed to individualized computer assisted instruction, or cooperative computer assisted instruction.

Research Questions 1. The purpose of this study was to examine the effects of the educational software Frizbi Mathematics 4 on 4th grade student's mathematics achievement, retention, attitudes toward mathematics and attitude toward computer assisted learning.

Two groups (experimental and control) of students from the state primary school in Gazimagusa, North Cyprus were used in. computer assisted instruction of students with adhd and academic performance: a brief review of studies conducted between andand comments Article (PDF Available).

A pretest-posttest design was used to compare the effectiveness of computer-assisted-instruction (CAI) drill and practice with the effectiveness of same-age peer-tutor drill and practice on promoting mastery of multiplication facts.

The subjects were students from three, fourth grade classes in the Reedville School District of Aloha, Oregon. ing multiplication facts may promote computa-tional proficiency, it lacks the conceptual under-standing necessary for children to obtain computational fluency.

A growing body of evidence, including research on students with significant learning problems, indicates that the most effective sequence of instruction for multiplication facts is as. The effects of computer assisted instruction for the mastery of multiplication facts on learning disabled elementary school children differing on locus of control, University Microfilms International Doc #Dissertation Abstracts International, Google Scholar.

Each student was randomly assigned to be taught two multiplication math facts, eight multiplication math facts, or a set size determined by each student’s AR.

The average AR was (SD = ). effect on the mastery of multiplication facts for students with exceptional learning needs. Computer- assisted instruction has been found to improve basic multiplication fact recall of resource room students (Irish, ).

Math apps have been shown to improve learning. Multiplication Table: A reference used by students to show the products of two factors. Multiplication tables commonly show factors between 0 but these tables can also be modified to fit the range needed per student, teacher, or classroom.

Fact Fluency: Synonymous for “automatic recall”, mathematical fact fluency is the ability. Computer-assisted instruction (CAI), a program of instructional material presented by means of a computer or computer systems. The use of computers in education started in the s.

With the advent of convenient microcomputers in the s, computer use in schools has become widespread from. The Role of Computer-Assisted Instruction in the Teaching of Probability Article (PDF Available) in Eğitim fakü̧ltesi dergisi 33(3) February with .The acquisition of multiplication facts by four elementary students with learning disabilities was compared under two instructional delivery formats--teacher directed and computer assisted.

All students mastered more facts in the teacher-directed condition. In addition, teachers provided many more opportunities to respond and showed a higher success rate than did the software.

cai effect on rural algebra i students 1. the effects of computer assisted instruction on rural algebra i students. by. susan m. bennett. submittted in partial fulfillment of the requirements for the degree of master of arts in education at northern michigan university. j approved by: _____ dr.

frances o’neill.