Abstract
Purpose. The purpose of this study was to determine whether low-/below-average-skilled high school sophomore students improved or declined in their math skills after one semester of computer-assisted instruction (CAI). Furthermore, of those who improved their math skills, whether they were able to transfer those skills to a noncomputer setting. Significant differences between Subject Groups, and between students whose math skills improved/declined within Subject Groups regarding student gender, ethnicity, and learning style preferences were examined. Methodology. The research design was true experimental using a systematically random participant selection process. The Comprehensive Test of Basic Skills (CTBS) was the assessment instrument. Students learning style preferences were identified through the computerized version of the Learning Style Inventory (LSI-C) developed by Dunn, Dunn, and Price (1991). An Analysis Of Variance (ANOVA) followed by an ANOVA With Repeated Measures to assess the change in mean scores over time were the statistical measures used. Findings. (1) The "mobility" learning preference was not favored by those who improved whether working with a computer-assisted instruction (CAI) or a non-CAI educational setting. (2) Those students within the Control Group not preferring "mobility" to a significant extent out-performed those who did. (3) Students demonstrating a preference for "tactile" learning appeared only in the CBT Group who transferred their math skills to the Spring semester, 1992. (4) Like the Control Group, there was a significant difference in the Computer-Based Training/Audio-Interactive Touch Screen (CBT/AITS) Group's preference for "mobility." However, the Control Group students preferring "mobility" declined, whereas the CBT/AITS Group students improved. Recommendations. (1) Add different forms of CAI to traditional math classes to determine how they affect skill acquisition and transfer. (2) Place students with learning style preferences favoring "mobility" and "tactile" learning in a CAT lab for one year to compare skill acquisition to students with the same preferences who are placed in a CAI lab for only one semester. (3) Emphasize applied mathematics by integrating the math curriculum into vocational education and related crafts.