The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills.

Abstract

The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) and success on the Texas Assessment of Knowledge and Skills (TAKS) mathematics exam with fifth-grade students in Texas compared to the effect of alternative improvement approaches used by a control group. Research explored the use of SuccessMaker® CAI educational software (Pearson Education, Upper Saddle River, NJ, www.pearsoned.com) in public elementary schools in Texas. Successmaker® CAI was not a good predictor of passing percentage on the mathematics TAKS. Multiple regression analysis utilized in this quasi-experimental design study predicted a negative and not statistically significant change in the percentage of students passing the mathematics TAKS exam (B = -.448, p > .05). SuccessMaker® use exhibited a very small effect size (r = -.04) and accounted for less than 1% of the change in passing percentage (r2 = .0016). Multiple regression model predicted a negative and statistically significant effect upon mathematics passing percentage by economic disadvantage percentage (B = -.211, p < .01). The 95% confidence interval for B ranged from -.365 to -.057. The large effect size correlation coefficient (r = -.51) accounted for 26% of the variance in the mathematics TAKS passing percentage (r2 = .26)