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Dissertation/Thesis Abstract

The degree of effectiveness of CAI with sixth grade students found to be at the frustrational level in multiplication and division computation
by Bunger, Carrie Elizabeth, Ph.D., University of Cincinnati, 2010, 110; 3422059
Abstract (Summary)

This study investigated whether computer-assisted instruction (CAI) was effective in increasing the mathematics computational fluency of three female sixth grade students performing at the frustrational level (Shapiro & Lentz, 1986; Deno & Mirkin, 1977) in multiplication and division. The Key Skills (Sunburst Technology, 2003) computer program served as the independent variable. A multiple baseline design across subjects was chosen to evaluate the effectiveness of this CAI intervention (Cooper, Heron, & Heward, 1987) with correct digits per minute on timed skills probes serving as the dependent variable. In addition, work completion and accuracy were compared between CAI and seatwork. As a result of the CAI intervention, two of the three participants increased their fluency rates from baseline to intervention, although drastic changes in level or trend were not apparent. Definitive comparisons between each participant’s work completion and accuracy during the CAI and seatwork conditions could not be made due to varying seatwork session length, inequitable opportunities to practice, and varying independent variable complexity. Teacher and student treatment acceptability ratings were highly favorable. Post-completion analysis of error rates led to discussion of future directions and next steps.

Indexing (document details)
Advisor: Lentz, Francis E.
Commitee: Hawkins, Renee Oliver, Kroeger, Stephen
School: University of Cincinnati
Department: School Psychology
School Location: United States -- Ohio
Source: DAI-A 71/10, Dissertation Abstracts International
Subjects: Mathematics education, Secondary education, Educational technology
Keywords: Computer-assisted instruction, Frustrational level, Key Skills, Mathematics computational fluency
Publication Number: 3422059
ISBN: 978-1-124-20609-7
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