included: California, Connecticut, Indiana, Kentucky, Minnesota, Missouri, New Jersey, New Mexico, West Virginia, and Wyoming. In the preceding era, one of the key rationalizations for higher male scores on standardized exams in secondary schools included the scenario that females infrequently registered for advanced placement mathematics and science courses (Meece & 1982). Albeit girls continued to trail after the boys in taking physics classes, by the year 2000, the number of girls registered in calculus courses in secondary schools was equal to the number of the boys (National Science Foundation [NSF], 2006). Currently, while it has been documented that gender disparities in the fields of engineering and physics still exist, 48% of the undergraduate degrees in mathematics are acquired by females (NSF, 2004). Thus, after assessing the gender gap using two meta-analysis of math skills issued between 1990 and 2007 and data from U.S. youngsters, the authors endorsed the understanding that mathematics skills of boys and girls are alike (Hyde et al., 2008). In an attempt to duplicate the done by Hyde, et al., (2008), Scafidi and Bui (2010) utilized national data from grades eight, ten, and twelve. The replicated research involved samples of students nationwide. The goal of the study was to assess whether gender equivalences in math skills would be altered by social status, economic position, race, and mathematics ranking from middle all the way through high school. Since learners’ mindsets and impressions concerning their future professions inspire the courses that they will register for, the authors of the study chose students from middle school and secondary school as participants. The rationale persisted that students would relinquish
Based on these outcomes, the researcher concluded that the recent findings are consistent with other meta-analyses on computer-assisted instruction. Therefore, the author submitted that when appropriately applied, technology can increase student learning achievements. Instructional games. The fourth category of CAI is instructional games. The theory of conventional classroom learning is continuously altered and modified by the expansion of technology and communication. This advancement offers the confirmation of learning without the constraints of schedule and location. Computer-assisted instruction software programs render inspiration and promote profound learning experiences to students (Hung-Pin Shih, 2008). Students’ enthusiasm during regular classwork exercises and testing is at a low level because exercise represents repetition of work. In many cases this results to declining output, thus, utilizing methods that intensifies motivation is in order (Allessi & Trollip, 2001). Instructional games have numerous factors that provide impetus and the aspiration for achievement is most vital (Yee, 2007). A study conducted by Bekir Celen (2009), which included 157 high school learners, was intended to assess the effects of scoring high and seeing the student’s name on the top of the list after web-based drills. The author reported the website with the greatest competitive characteristics yielded the most progressive outcomes. The process steered to transform the learners’ intentions to explore the website and the occurrence of their visit. It was concluded in this research that there was no discrepancy in enthusiasm between male and female genders in instructional games.
guarantee to enhance acquiring knowledge in mathematics is a priority (Shelly, 2002). Ultimately, respect and compassion must be considered when devising suitable pedagogy for slow learners who frequently demonstrate antagonism towards traditional classroom mathematics instruction (Hand, 2010). The employment of CAI offers unlimited amount of data that can provide significant information in assessing students’ knowledge of the subject at hand. The time required to complete the assessment CAI is considerably curtailed. Any issues pertaining to the availability and accessibility of data and information of each student are simply reduced and easily identified by the teacher. Subsequently, after mastering each concept, each learner can move on to the succeeding section of the content. The mastery learning of a specific unit can be obtained effortlessly with the use of computers. Mastery Learning and Active Learning Systematically arranging the concepts and skills that the instructor aspires to teach the students, normally requiring five to ten days teaching time, the strategy of mastery learning is to provide a concise developmental evaluation. The concept of mastery learning is concentrated on the objectives of the previously learned ideas and skills. The goal of the evaluation is to offer constructive information to the students regarding their learning. This leads to supporting learners in ascertaining what has been learned thus far and what other knowledge can be discovered and acquired excellently from the unit instead of indicating unit completion (Bloom, Hasting, & Madaus, 1971). The developmental evaluation includes detailed and precise remedial materials that are customized allowing learners to work only on concepts or skills that are needed to be mastered. Averting inconsequential learning difficulties from becoming
appropriate study duration exists. The duration of a study should be designated based upon multiple considerations such as population, treatment, variables, and methods (Meline, 2006). Conclusions The focus, purpose, and goal of the research was to determine the effectiveness of a specific CAI supplemental math program, Mad Dog Math (MDM), on students’ math achievement as compared to students using only conventional teaching methods utilized at a local elementary school located in Southern California. Additionally, this study examined for disparities in mathematical achievement utilizing CAI with gender. This final section includes the following: (a) implications, (b) recommendations, and (c) conclusions. The outcome of the qualitative research showed evidence that the Mad Dog Math treatment revealed significant difference in mathematical achievement on the CST aligned assessment. Inclusively, the findings matched the objective of the research and generated some information to focus on the pinpointed struggle of the students’ unsatisfactory mathematical skills. The outcome of the ANCOVA revealed no significant gender difference in the influence of CAI on mathematical achievement for students. The result of this research corresponded with the study outcomes of Lewis (2010) and Spence (2007) demonstrating that the use of CAI as a supplement to conventional classroom instruction has an equivalent influence on both genders. In the current study, the findings indicated that the use of computer-assisted instruction such as MDM has a significant effect on second and third grade students’ mathematics achievement. By and large, the findings matched the objective of the
4 +=3 7 7 + 3 = 10 2 + 5 = 7 7 – 4 = 3 10 – 3 = 7 WHICH NUMBER SENTENCE IS AN OPPOSITE NUMBER SENTENCE FOR EIGHT PLUS SIX EQUALS FOURTEEN? 86 +=14 21+ 2 = 14 7 + 7 = 14 8 – 2 = 6 14 − 8 = 6 LOOK AT THE TWO PROBLEMS IN THE BOX. THE SAME NUMBER IS MISSING IN BOTH OF THEM. WHAT IS THE MISSING NUMBER? 65 – = 60 60 + = 65 125 15 5 0 WHAT IS THE SOLUTION TO THIS PROBLEM? 419 – 12 = 431 421 417 407 123 + 7 = 50 140 144 150 TONI HAD SEVEN HUNDRED FIFTY-NINE (759) CUCUMBERS. SHE SOLD FIVE HUNDRED SIXTY- THREE (563) OF THEM. HOW MANY CUCUMBERS DOES TONI HAVE LEFT? 116