Impact of Computers on Learning Word Problems by Learning Disabled and Non-Learning Disabled Elementary School Students
Date
1997
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Haverford College. Department of Psychology
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Award
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eng
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Haverford users only
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Abstract
This study examined the impact that using a computer could have on learning word problems by learning disabled and non-learning disabled elementary school students. All subjects completed a pretest, consisting of a standardized achievement test containing word problems. Subjects were divided into groups which completed either a computer task or a traditional paper task. Subjects in both groups completed six trials, with the final trial being compared to the pretest. Results indicate that on the computer task, learning disabled students showed more improvement than non-learning disabled students. Use of the computer caused more gains for learning disabled students than did completing word problems on paper. Students with visual processing problems and attention-deficit/hyperactivity disorder showed the most improvement.