A comparative analysis of modes of instruction using student test scores in developmental mathematics

The purpose of this study was to compare academic achievement based on the test scores of students receiving two different modes of instruction in developmental mathematics. The scores were compared between students who received computer-assisted instruction (CAI) and students who received a traditional lecture (TL) mode of instruction. The treatment group used CAI with the Educo Learning System software during class lectures, homework assignments and quizzes. The control group used the TL mode of instruction. A comparative analysis was used to determine if one mode of instruction led to higher mathematics scores in a pre-algebra course.;The population in this study was students enrolled in developmental mathematics courses at a suburban community college in the mid-Atlantic region. This quasi-experimental study began with a pretest using ACCUPLACER(TM) Online, which determined that both groups were similar in their mathematical knowledge. Student scores in developmental mathematics were assessed using two posttests. Posttest 1 was given after 6 weeks of instruction and posttest 2 was given after 16 weeks of instruction in order to make a comparative analysis between the modes of instruction.;Major findings from the study revealed there were no statistically significant differences between the mathematics scores of students taught with computer-assisted instruction and students taught with the traditional lecture mode of instruction. Based on an analysis of the findings, the t-test revealed a statistically significant difference in the students' computational skills scores based on the mode of instruction. Students receiving the traditional lecture mode of instruction had higher scores over students receiving the computer-assisted mode of instruction in developmental mathematics. One unanticipated finding from the study revealed that students who received the computer-assisted mode of instruction in the pre-algebra course had higher retention rates than students who received the traditional lecture mode of instruction.