Effect of Personalized, Computer-Based Instruction on Students’ Achievement in Solving Two-Step Word Problems

International Journal of Mathematical Trends and Technology (IJMTT)          
© 2011 by IJMTT Journal
Volume-2 Issue-2                           
Year of Publication : 2011
Authors : Adeneye O. A. Awofala


Adeneye O. A. Awofala"Effect of Personalized, Computer-Based Instruction on Students’ Achievement in Solving Two-Step Word Problems"International Journal of Mathematical Trends and Technology (IJMTT),V2(2):5-10.June 2011. Published by Seventh Sense Research Group.

This study investigated the effect of personalized, computer-based instruction using individual student interests and preferences on students’ achievement in solving two-step word problems. 80 junior secondary school year three students were grouped by ability level based on pre-test scores, then randomly assigned to a personalized or non-personalized version of the computer-based instruction on two-step word problems. Students made significant pre-test-to-post-test gains across treatments and the personalized treatment yielded a significant achievement difference over the non-personalized one. Significant two-way interactions for treatment by ability level, treatment by test occasion and ability level by test occasion were recorded. Also, a significant three-way interaction reflected that personalized high-ability students, non-personalized high-ability students, and non-personalized low-ability students improved less from pre-test to post-test than personalized low-ability students.


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Personalized, computer-based instruction, achievement, two-step word problems