Improving Mathematics Learning of Kindergarten Students through Computer-Assisted Instruction
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| Title: | Improving Mathematics Learning of Kindergarten Students through Computer-Assisted Instruction |
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| Language: | English |
| Authors: | Foster, Matthew E., Anthony, Jason L., Clements, Doug H., Sarama, Julie, Williams, Jeffrey M. |
| Source: | Grantee Submission. 2016 47(3):206-232. |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2016 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A080196 R324B110007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Kindergarten Primary Education Early Childhood Education |
| Descriptors: | Mathematics Education, Arithmetic, Kindergarten, Computer Assisted Instruction, Computer Software, Evaluation, Low Income Students, Mathematics Instruction, Pretests Posttests, Numeracy, Scores, Achievement Tests, Vocabulary, Hierarchical Linear Modeling, Statistical Analysis, Number Concepts, Mathematics Skills, Mathematics Activities, Likert Scales |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | Expressive One Word Picture Vocabulary Test, Texas Essential Knowledge and Skills, Woodcock Johnson Tests of Achievement |
| Abstract: | This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds. [This paper was published in "Journal for Research in Mathematics Education" (EJ1100307).] |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Meets Evidence Standards without Reservations |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/Study/89956 |
| IES Funded: | Yes |
| Entry Date: | 2018 |
| Accession Number: | ED580968 |
| Database: | ERIC |
| Abstract: | This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds. [This paper was published in "Journal for Research in Mathematics Education" (EJ1100307).] |
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