Campus

Gainesville

Publication date

6-15-2021

Publisher

International Journal on Social and Education Sciences

Book or Journal Information

https://doi.org/10.46328/ijonses.121

Keywords

Computer-based programs, Elementary mathematics, Student motivation, Problem solving, Computer-assisted instruction

Abstract

Teaching mathematics involves a variety of techniques and approaches in order to reach students’ academic needs in a way that aids them in achieving at the level required by state standards. One of the ways that educators are meeting the needs of their students is through using computer-based programs. In this study, 17 fifth grade students were placed into two groups and assigned computerbased programs. One program, MobyMax, offered students scaffolding measures to aid in concept development. The other program, IXL, offered students detailed feedback in response to their answer submissions. This study was designed to determine the impact of the features of the two computer-based programs on student achievement through problem solving and their level of motivation. Students in both groups experienced gains in problem-solving ability on average, while it appeared that those who received instruction through MobyMax benefitted more. Time spent on the program did not appear to be a contributing factor to gain score for problem solving. And student motivation showed little change throughout using either computer-based program.

Author Biography

Hannah Doster is a graduate of the College of Education at the University of North Georgia and a public school teacher. Joshua A. Cuevas is a professor and educational psychologist in the College of Education at the University of North Georgia, USA. His research interests include applied cognition, assessment, educational measurement, evidence-based reasoning, and memory.

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Comparing computer-based programs’ impact on problem solving ability and motivation.

Teaching mathematics involves a variety of techniques and approaches in order to reach students’ academic needs in a way that aids them in achieving at the level required by state standards. One of the ways that educators are meeting the needs of their students is through using computer-based programs. In this study, 17 fifth grade students were placed into two groups and assigned computerbased programs. One program, MobyMax, offered students scaffolding measures to aid in concept development. The other program, IXL, offered students detailed feedback in response to their answer submissions. This study was designed to determine the impact of the features of the two computer-based programs on student achievement through problem solving and their level of motivation. Students in both groups experienced gains in problem-solving ability on average, while it appeared that those who received instruction through MobyMax benefitted more. Time spent on the program did not appear to be a contributing factor to gain score for problem solving. And student motivation showed little change throughout using either computer-based program.