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Implementing computer assisted instr...

Vietti, Harold E.

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Implementing computer assisted instruction in a multilevel-multigraded classroom evaluation/action plan.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Implementing computer assisted instruction in a multilevel-multigraded classroom evaluation/action plan./
Author:	Vietti, Harold E.
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2185.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180324
ISBN:	0542203812

Implementing computer assisted instruction in a multilevel-multigraded classroom evaluation/action plan.
Vietti, Harold E.

Implementing computer assisted instruction in a multilevel-multigraded classroom evaluation/action plan. - 118 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2185.

Thesis (Ed.D.)--University of Southern California, 2005.

Under the requirements of Standards-Based-Instruction (SBI), it is difficult to insure that multigrade, multilevel classroom teachers have enough time in the instructional day and year to teach all of the required state standards to each student at each grade level. Two areas in which demands are greater include (1) increased workload and (2) more complex class organization time. For multi-graded classroom teachers to be successful under the demands of standards based instruction, it is imperative that teachers have the proper tools and environment to provide student centered individualized instruction.

ISBN: 0542203812Subjects--Topical Terms:

1017498
Education, Technology.

Implementing computer assisted instruction in a multilevel-multigraded classroom evaluation/action plan.
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245 1 0 $a Implementing computer assisted instruction in a multilevel-multigraded classroom evaluation/action plan.
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2185.
502 $a Thesis (Ed.D.)--University of Southern California, 2005.
520 $a Under the requirements of Standards-Based-Instruction (SBI), it is difficult to insure that multigrade, multilevel classroom teachers have enough time in the instructional day and year to teach all of the required state standards to each student at each grade level. Two areas in which demands are greater include (1) increased workload and (2) more complex class organization time. For multi-graded classroom teachers to be successful under the demands of standards based instruction, it is imperative that teachers have the proper tools and environment to provide student centered individualized instruction.
520 $a This study provides evidence that Computer Assisted Instruction (CAI) is an effective tool that can create an instructional environment that provides time for teachers to deliver grade level standards and individualized instruction in mathematics. Pre and post-test data indicated that students improved their math scores by a substantial amount. Though the improvement in scores showed no statistical difference, meaning the study could not be generalized to larger populations, due to the small sample size of 28, the calculated improvement in scores did show practical significance (effect size > .5) indicating that the improvement in scores had a positive effect on student learning for the group studied. Also more importantly, is that the teachers felt and believed that their students were improving their skills based on the observed results.
520 $a Surveys of students, teachers and parents, indicated that CAI provided increased student motivation through the use of a variety of techniques and activities provided in the software programs. By allowing students to work at their own pace, the students experienced less frustration by being "held back" or frantically trying to keep up as in the case of a slower learner. Teacher interviews indicated that CAI released them from the burden of instructional delivery. They also indicated that they could customize the curriculum to match learners' developmental needs as well as personal interests. The most pervasive perception among the teachers surveyed is that computers have improved the climate for learning by increasing student motivation in mathematics for which they used computers.
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