The formative evaluation of a computer-assisted instruction module for metric area instruction, for pre-service teachers: Its effect on student achievement and its congruence with the ADDIE instructional design model

The United States is the only industrialized nation that uses the English system of measurement, even though Congress legalized the metric system in 1866. Prior researchers have attempted to inculcate the use of the metric system within our society, both formally and informally, with marginal to moderate success. This research examines the effectiveness of a computer-assisted instruction (CAI) program in teaching basic knowledge of the metric system, specifically metric area, to pre-service teachers.; A pretest and posttest were developed based on the standards and expectations for measurement as developed by the National Council of Teachers of Mathematics (NCTM) for grades three to eight. The pretest was delivered to 58 pre-service teachers in southeastern Idaho. This population was divided into a treatment group and a control group based on extant criteria. Treatment consisted of CAI program developed in HyperStudio that uses both physical and computer-based manipulatives to teach basic concepts of metric area. The posttest was delivered to the treatment and control groups after the treatment was concluded.; An analysis of variance (ANOVA) of group means derived from a quasi-experimental non-equivalent control-group design was used to examine a research question on the effectiveness of CAI in teaching metrics to pre-service teachers. The CAI metrics program produced a significant increase in metric knowledge as measured by the posttest instrument. Analysis of the linear and area subtests revealed that the increase on overall scores was attributable to the area subtest.; Utilizing a modified Delphi Technique, this research also documents the application of the ADDIE (Analyze, Design, Develop, Implement, Evaluate) instructional model to the development of a CAI program on metrics.