Computer Aided Learning of Mathematics: Software Evaluation

Abstract Computer Aided Learning of Mathematics (CALM) has been in use for some time in the Prep-Year Mathematics Program at King Fahd University of Petroleum & Minerals. Different kinds of software (both locally designed and imported) have been used in the quest of optimizing the recitation/problem session hour of the mathematics classes. This paper describes the software selection processes, and the in-classroom evaluation of the software. The attitude of teachers and students towards selected software was positive. A majority of the students believed that they had benefited from the software, and the software indeed "aided" them in learning mathematics. The teachers enjoyed generating quizzes and tests using Test Bank, and the students enjoyed the use of Online testing to do their quizzes. Based on the findings of this experiment, the software was recommended for adoption in all mathematics courses of the Prep-Year Mathematics Program. 1. Introduction and Background The efficacy of using computers in teaching and learning mathematics has long been established (Burns & Bozeman, 1981; Rinaldi, 1997; French, 1997; Kulik & Kulik, 1986). Computers have also been found to be cost-effective in the teaching and learning of mathematics (Levin, 1986; Niemiec & Walberg, 1987; Moonen, 1987; Cryer-Hittson, 1987). Research has also shown that the attitude of students towards the use of computers as an instructional aid, popularly known as CAL (Computer Aided Learning), is generally positive (Kearsley, 1977; Jenkins & Dankert, 1981; Gershman & Sakamoto, 1981; Chambers & Sprecher, 1983; Al-Rami, 1990; Fodah, 1990; French, 1997; Renaud, 1997). In general, studies show that the use of CAL improves the learning of mathematics and influences the achievements of students in the subject (Burns & Bozeman, 1981; Perkins, 1987; Al-Hazmi, 1987; Al-Rami, 1990; Collins, 1996). From all the research findings on the use of computers in teaching and learning mathematics, it appears that computer use has tremendous potential to improve mathematics education and, consequently, science and technological education. Following the widespread use of computers in education there has been a proliferation of educational software with many textbooks containing software packages. Consequently, there is a need to evaluate these software packages to select those that can aid the students in their learning process, and which also provide assistance in achieving institutional objectives. The Prep-Year Mathematics Program at King Fahd University of Petroleum & Minerals (KFUPM) is a two semester program for all newly admitted students. The main objective of the program is to mathematically prepare students for calculus courses taught in English. Prior to that, the language of instruction at K-12 levels for most of the students is Arabic. The two mathematics courses (Math 001 & 002) offered in the Prep-Year provide a review of high school College Algebra and Trigonometry. Both courses are four credits hours, and meet three classroom lectures and one hour recitation/problem session (fourth hour) per week. The mathematics courses in the KFUPM Prep-Year Mathematics Program have witnessed a metamorphosis in a quest for optimizing the recitation/problem session, which aims to engage the students in problem solving of the material covered in the preceding week. In the past, some of the strategies employed during this hour were: Recitation, Tutorial, Supervised Problem Solving and CAL. The CAL program stands as a better option among all because of its flexibility and immediate feedback. However, different software (both locally designed and imported) has been tried, with each showing minimal success. In the beginning of the 2000 academic session the Prep-Year Mathematics Program was restructured. Prior to that, the Prep-Year Mathematics Program was completely under the department of Mathematical Sciences. …