A Comparison of Computer Aided Instruction Versus Traditional Instruction in an Elementary Algebra Course
Abstract
The purpose of this study was to compare and evaluate the effectiveness of computer assisted instruction versus traditional laboratory instruction for educating freshman college students (n=174) about elementary algebra. The study treated computer testing and tutorial simulated instruction and traditional instruction as independent variables and learning outcome and attitude, based on posttest scores, as the dependent variables. The findings indicated that sequence of the both methods of instructions was a significant factor. Students learned more mathematical concepts when they utilized the traditional method of instruction and then used computer laboratory instruction (MyMthLab).
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