A study of the effects using microcomputers on achievement in mathematics basic skills

The study was initiated for the purpose of ascertaining whether an approach which involved the use of a microcomputer was superior to an approach which did not include the use of the microcomputer for helping low achievers learn some basic mathematics skills. The subjects consisted of 36 low achievers from six Knoxville City schools. All students received mathematics instruction from their regular classroom teachers. Students in the experimental group received drill and practice on the microcomputer for 1½ hours each week during the period of the 12 week study. Students in the control group received drill and practice activities without the use of a microcomputer during the same time period. Subjects in both groups were given a pretest I on the Knoxville City Mathematics Basic Skills Test at the beginning of the school year. At the end of the 12 weeks subjects were given a posttest. The Knoxville City Mathematics Basic Skills Test was used for both the pretest and posttest. The data were treated using an analysis of covariance. On the 10 skills for which computer treatment was given the experimental group scored significantly higher than the control group in one skill, slightly higher in 6 skills, and slightly lower in 3 skills. In conclusion computer drill and practice seems to be as effective as traditional drill and practice activities.