Attaining Proficient Math TAKS Scores in 10th Grade
Instruction: Computer Based Tutoring
Jaime Villarreal
EDCI 6300.62
Dr. A. Herrera
Spring 2012
Problem Statement
The problem is that
10th grade
student’s are not
scoring proficient
on the Texas
mathematics
TAKS exam.
Purpose & Need


The purpose of this
review of research
literature is to
determine if computer
based tutoring can be
used to develop and
improve proficiency
levels of students math
skills.
The need is
demonstrated in the
non-proficient scores
by 10th graders on the
math TAKS test.
Types of Research
Most of the research included in this synthesis of
literature consisted of quantitative experimental
and quasi-experimental studies that used
dependent t-tests, surveys, questionnaires and
MANO-VA type tests.
Reviewing the Literature
According to Springer, Pugalee, and
Algozzine (2007) The No Child Left
Behind Act has created a need to find
research based methods that will make a
difference in America’s classrooms.
Reviewing the Literature
Duke and Jacobson (2011) mentions that
high schools are the recipients of students
with an extensive history of failure
experience in basic skills.
Reviewing the Literature
Research has
demonstrated that
in comparison to
traditional
classroom teaching,
computer assisted
instruction offers an
attractive and
alternative approach
with multiple
representations of
concepts (WingKwong et al., 2011).
Results
The common result among the research
studies shows that computer assisted
instruction could be a possible solution
for 10th grade students to attain proficient
scores on the math TAKS test.
Gaps in the Literature
The amount of studies that correlate
computer assisted instruction with
student performance on achievement
tests are very limited.
 There is an extensive and diverse kinds of
computer software available to use in
computer assisted instruction.
 There are factors of integrity, rigor and
cost that must also be consider in
computer assisted instruction.

Conclusion
Computer assisted
instruction is a method
that has proven to
improve students
academic performance.
 In relating computer
assisted instruction to
the specific improvement
of 10th grade TAKS
scores more research is
needed to narrow the
focus of the type of
software that is used.

Rodriguez (2012), “ The challenge of
using computer assisted instruction to
improve student academic performance
is to find the right software that offers
rigor, cost, security and integrity.”
Sources
Duke, D. L., & Jacobson, M. (2011). Tackling the Toughest
Turnaround - Low-Performing High Schools. Phi Delta
Kappan, 92(5), 34-38.
Springer, R., Pugalee, D., & Algozzine, B. (2007). Improving
Mathematics Skills of High School Students. Clearing House,
81(1), 37-44.
Rodriguez, Ronnie (2012,April 27). Personal Interview.
Wing-Kwong, W., Sheng-Kai,Y., Hsi-Hsun,Y., & Ying-Hao, C.
(2011). Using Computer-Assisted Multiple Representations
in Learning Geometry Proofs. Journal Of Educational
Technology & Society, 14(3), 43-54.
Google images.
Microsoft PowerPoint.