A study of the effectiveness of computer assisted instruction as compared to traditional instruction when utilized in technical mathematics for college students in business and engineering technology

The study was designed for the purpose of evaluating the effectiveness of computer assisted instruction as compared with a traditional lecture method of instruction. The measures of effectiveness were achievement and attitude. Data were analyzed to determine if there exist significant differences in achievement between students engaged in each type of instruction. In this analysis, classifications of major, age, high school mathematics background and racial background were considered. In addition, data were collected to determine if there occurred a change in attitude toward mathematics as a result of the different treatments. Finally, the CAI programs were evaluated with respect to the amount of time the CAI students spent utilizing the computer. The study was conducted in September and October of 1975 at the University of Houston, College of Technology. The subjects consisted of 93 students enrolled in a technical algebra course, TMT 135. Prior to the instructional period, students completed the Aiken and Dreger Revised Math Attitude Scale and a personal information sheet. The subjects were then divided into two groups through the process of simple random sampling. Both groups studied topics related to linear equations. The control group utilized a textbook, and attended lectures. The experimental group experienced individualized instruction accessed from CRT terminals connected to a HP2000F time-sharing computer system. On this system were stored modules of learning, each containing behavioral objectives for the module, a pretest, tutorial type CAI material, drill and practice problems and a posttest. The instructor was available for individual assistance as it was required. Following the instructional period, the attitude test was again administered in addition to an achievement test. The data relating to the achievement test was analyzed using the following independent variables: 1. Major. The majors considered were engineering technology and business. 2. Age. The age groups studied consisted to those students who were at most 22 years of age and those students greater than 22 years of age. 3. High School Mathematics Background. Three groups were analyzed: students having completed a non-college preparatory mathematics program, students having completed two years of a college preparatory mathematics program and students having completed more than two years of a college preparatory mathematics program. 4. Racial Background. Three groups were considered: blacks, Caucasian and others. These independent variables were considered in conjunction with the dependent variable, score on the achievement test. The variable, attitude, was considered with respect to amount of change which had transpired from the initiation of the program to its conclusion. Both achievement and attitude were considered in their relationship to the time required by the experimental group for the completion of the CAI materials. From the analysis of the data the following conclusions were obtained: 1. There was no significant difference in achievement between the experimental and the control group. 2. In considering the effectiveness of CAI with respect to major, there was a significant difference between engineering technology majors in the experimental and the control group. However, no differences were found with respect to the business majors. 3. Consideration of the variables age and racial background produced no significant differences in achievement. 4. Evaluation of achievement with respect to high school mathematics background revealed a difference between students with at least two years of a college preparatory high school mathematics and those who had completed a non-college preparatory high school mathematics program. However, no significant differences were found in comparisons of the experimental and control groups. 5. Attitudes of the data relating attitudes toward mathematics indicated no difference in the attitude posttest scores of the experimental and control groups after adjustment for the attitude pretest scores. 6. Students obtaining the higher scores on the achievement test also tended to have a more positive attitude. 7. Students with the higher achievement scores spent less time on the computer. 8. No correlation between attitude and computer time was found. In summary, indications are that students utilizing CAI tend to do at least as well as those in a traditional classroom situation and that engineering technology students, who have had more exposure to computers, tend to achieve more when utilizing CAI. Further, positive correlations between time and achievement indicate that CAI does achieve some individualization of instruction.