A comparison of Computer-Assisted Instruction with Prescription Learning and the traditional "pull-out" program used in supplementing instruction of mathematics basic skills to Chapter I (Title I) students Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/6395wb16g

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  • The purpose of this study was to compare the Chapter I supplemental mathematics program CAI with other Chapter I supplemental mathematics programs, Prescription Learning and the traditional "pull-out" program, in terms of achievement and retention of mathematics basic skills. There were 577 Chapter I students from 12 middle schools and 3 elementary schools in the Portland Public School District in Portland, Oregon, who participated in the study. The subjects in the three treatment groups, CAI, Prescription Learning, and the traditional "pull-out" program, were naturally assembled. Students in all treatment groups were pretested prior to their treatment. After one academic year, subjects were post-tested. The fall to spring difference in scores was used to measure achievement. Subjects were post-tested again in the succeeding fall. The difference in the first post-test and the second post-test was used to determine retention over the summer months. The criterion instrument used was the Portland Achievement Levels Tests. A one-way analysis of covariance with the pretest as the covariate measure was used to statistically test the null hypotheses. F-ratios were computed and evaluated to determine whether group differences on criterion measures were significant. The Findings Four hypotheses were tested in this study. Two were related to achievement and two were related to retention. The results of testing the hypotheses indicated: 1. The achievement of Chapter I students receiving CAI supplemental instruction in mathematics basic skills is significantly higher than the achievement of Chapter I students receiving supplemental mathematics instruction by either Prescription Learning or the traditional "pull-out" program; and 2. The retention of Chapter I students receiving CAI supplemental instruction in mathematics basic skills is not significantly different from the retention of Chapter I students receiving supplemental mathematics instruction in basic skills by either Prescription Learning or the traditional "pull-out" program.
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