COMPUTER ASSISTED INSTRUCTION USING ACCELERATED MATH
PROGRAM AND STUDENT ACHIEVEMENT
By Veronica Johnson
Spring 2003
A study was undertaken to evaluate whether the use of computer-assisted
instruction utilizing the Accelerated Math (AM) program would improve student
achievement in mathematics. The study compared student achievement gains in math
between those students who used AM material and those who used teacher-prepared
materials. The Math Lab classroom instruction for both groups was a combination
method of direct instruction and individualized instruction based on the progress and pace
of the student learning ability. The contrast group students were from the Math Lab
classes in a high school in northern California during the school year of 2000-2001, and
the experimental group students were from the Math Lab classes in the same high school
during the 2001-2002 school year. The teacher for both groups was the author. The tool
chosen to measure student math performance was the Algebra Readiness (AR50/90) Test
developed by the Mathematics Diagnostic Testing Project. Students in both groups took
the same test three times during the course. The data analysis indicated that there were
significant gains for both the experimental and contrast groups from pre-test to post-test
as measured by the AR50/90 Test. However, there was no statistically significant
difference in achievement mean gains between the two groups. The Accelerated Math
program was no better than the teacher developed curriculum as measured by student
gains in mathematics achievement according to this limited study.