An Imperical Investigation into the Effect of Using Computer Assistant Instruction on Students’ Achievement in Mathematics

Abstract

The study aimed at investigating the effect of using computer assisted instruction on acquiring three mathematics skills (addition, subtraction, and multiplication) of the second grade students at Al-Assema School in Riyadh. It attempted to answer the following questions: Are there differences in the direct (immediate) achievement of the sample members of the three mathematics skills that can be attributed to learning by computer? Are there differences in the retention of the study sample members of the three mathematics skills that can be attributed to learning by the computer? In order to answer the above two questions of the study, a sample consisting of (40) students of the second basic grade were drawn from Al- Assema school in Riyadh. Members of the study sample were randomly assigned into two groups. The first one was taught traditionally, the other group was taught the three mathematics skills through educational programs that use the computer. When analyzing the data, by using analysis of variance, the following results were reached: There were statistically significant differences between the experimental and the control groups in favor of the experimental on each of the three arithmetic’s skills (addition, subtraction, and multiplication) in both of the immediate and retention achievement. In view of the above results, it was recommended that decision makers should provide elementary schools with softwares that could be used in learning. Further studies were recommended to investigate the effect of using computers on learning other subjects at different stages.