TECHNOLOGY-ENHANCED INSTRUCTION UPON MATHEMATICS SKILLS ATTAINMENT
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The purpose of this study was to compare the impact of technology-enhanced instruction against non-technology-enhanced instruction in the attainment of mathematics skills by eighth-grade students. Four research questions were investigated: to what extent is there a difference between eighth graders learning mathematics with educational software versus those learning without it? Are there any differences between the gain scores of groups' pretest-posttest WASL Mathematics? Does the use of mathematics educational software improve student's self-perception of mathematics competency? Are there any...
The purpose of this study was to compare the impact of technology-enhanced instruction against non-technology-enhanced instruction in the attainment of mathematics skills by eighth-grade students. Four research questions were investigated: to what extent is there a difference between eighth graders learning mathematics with educational software versus those learning without it? Are there any differences between the gain scores of groups' pretest-posttest WASL Mathematics? Does the use of mathematics educational software improve student's self-perception of mathematics competency? Are there any differences between the Gain scores of Groups on the Pretest and Posttest Self-Perception on the Mathematics Competency Survey? To evaluate mathematics skills, the researcher used a pre-posttest survey of 19 questions and a standardized WASL sample practice test of 42 questions at the beginning and end of the study period. A total of 41 eighth-grade students (23 females and 18 males), ages 13 to 14, participated in this study. The research design utilized a quasi-experimental study with a control group and a treatment group.
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