Date of Graduation

8-2014

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Kent, Laura B.

Committee Member

Dunn, Karee E.

Second Committee Member

Lo, Wen-Juo

Third Committee Member

Dingman, Shannon W.

Keywords

Computer-assisted Instruction; Elementary; ESOL; Mathematics; Educational technology

Abstract

This quasi-experimental study examined the effect of supplemental mathematics computer-assisted instructional programs on the achievement of students in grades three and four over a two year period. This study evaluates the computer-assisted instruction (CAI) supplemental interventions through the lens of the sheltered instruction approach to teaching English Language Learner (ELL) students. The students who took part in the intervention attended nine elementary schools in one Arkansas district in the 2011-2012 and 2012-2013 school years. Data from Measures of Academic Progress (MAP) assessments were analyzed using a factorial ANOVA with pretest and two posttests over the course of two school years. Data variables included ELL status and method of instruction CAI v Traditional Instruction (TI). This study sought to determine the impact CAI programs had on the math MAP RIT scores of third and fourth grade students in the district. Both ELL and non-ELL students were included in the study to determine if the CAI programs were more successful with either group. Results indicated that use of CAI does not exact significantly different math achievement scores than TI alone, according to math MAP RIT scores. Results were analyzed using an Analysis of Variance (ANOVA) with repeated measures for two different factors. The TIME*ELL*CAI interaction was not significant, however, the main effect of group (ELL) was significant, as was the effect of time. Post hoc contrasts found that math scores for all groups at the follow up sessions were significantly higher than scores observed at baseline.

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