Effectiveness of using computer-assisted supplementary instruction for teaching selected algebra topics at a laboratory high school

This study examined the effect of computer-assisted instruction, used as a supplement to traditional classroom instruction, on students' understanding of selected algebra topics, their attitude towards mathematics, and computer-assisted instruction at a laboratory high school. Four classes received supplementary instruction on factoring, radicals and simple quadratics expressions delivered via a computer-assisted instruction. A mixed method approach was employed where both qualitative and quantitative data collection techniques were used. The data were analyzed using both quantitative and qualitative methods. The study found that students' scored significantly higher in posttests than pre-tests both in terms of content and attitudes towards mathematics and use of computer-assisted instruction.
INTRODUCTION Mathematics educators have recognized that algebra is the main tool for working with several mathematical systems (Brody & Rosenfield, 1996; Choike, 2000). The algebraic knowledge and skills are also [...]