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

Adeneye O. A. Awofala

doi:https://doi.org/10.14445/22315373/IJMTT-V2I2P502

International Journal of Mathematics Trends and Technology

Research Article | Open Access | Download PDF

Volume 2 | Issue 2 | Year 2011 | Article Id. IJMTT-V2I2P502 | DOI : https://doi.org/10.14445/22315373/IJMTT-V2I2P502

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

Adeneye O. A. Awofala

Abstract

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.

Keywords

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

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Citation :

Adeneye O. A. Awofala, "Effect of Personalized, Computer-Based Instruction on Students’ Achievement in Solving Two-Step Word Problems," International Journal of Mathematics Trends and Technology (IJMTT), vol. 2, no. 2, pp. 5-10, 2011. Crossref, https://doi.org/10.14445/22315373/IJMTT-V2I2P502