Computers, teaching the way we learn
Date
1997
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Haverford College. Department of Psychology
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Thesis
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Award
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eng
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Haverford users only
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Abstract
This study was intended to determine (a) if students with learning disabilities can benefit from a computer assisted instructional tutorial program to learn math word problem solving and (b) if any gains on the computer would be transferred to paper and pencil. Forty nine learning disabled and non learning disabled children were placed in one of four conditions: LD/computer task, Non LD/computer task, LD/paper and pencil task, and Non LD/paper and pencil task. The study spanned three weeks in which students in all conditions received two training sessions per week. Results indicated that students in the computer condition performed no differently on math word problem solving from pre- to post-testing than those in the paper and pencil task. Furthermore the LD children in the computer condition showed no higher rate of improvement than the non LD children in the computer condition. Finally transfer effects were not clearly found when applying what was learned on the computer to paper and pencil tasks.