The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills.

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The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) and success on the Texas Assessment of Knowledge and Skills (TAKS) mathematics exam with fifth-grade students in Texas compared to the effect of alternative improvement approaches used by a control group. Research explored the use of SuccessMaker® CAI educational software (Pearson Education, Upper Saddle River, NJ, www.pearsoned.com) in public elementary schools in Texas. Successmaker® CAI was not a good predictor of passing percentage on the mathematics TAKS. Multiple regression analysis utilized in this quasi-experimental design study predicted a negative and not statistically significant change in ... continued below

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Tucker, Tommy Howard December 2009.

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  • Tucker, Tommy Howard

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The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) and success on the Texas Assessment of Knowledge and Skills (TAKS) mathematics exam with fifth-grade students in Texas compared to the effect of alternative improvement approaches used by a control group. Research explored the use of SuccessMaker® CAI educational software (Pearson Education, Upper Saddle River, NJ, www.pearsoned.com) in public elementary schools in Texas. Successmaker® CAI was not a good predictor of passing percentage on the mathematics TAKS. Multiple regression analysis utilized in this quasi-experimental design study predicted a negative and not statistically significant change in the percentage of students passing the mathematics TAKS exam (B = -.448, p > .05). SuccessMaker® use exhibited a very small effect size (r = -.04) and accounted for less than 1% of the change in passing percentage (r2 = .0016). Multiple regression model predicted a negative and statistically significant effect upon mathematics passing percentage by economic disadvantage percentage (B = -.211, p < .01). The 95% confidence interval for B ranged from -.365 to -.057. The large effect size correlation coefficient (r = -.51) accounted for 26% of the variance in the mathematics TAKS passing percentage (r2 = .26).

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  • December 2009

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  • March 17, 2010, 11:40 a.m.

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  • Aug. 13, 2013, 4:20 p.m.

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Tucker, Tommy Howard. The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills., dissertation, December 2009; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc12208/: accessed August 23, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .