The effects of computer-assisted instruction on the mathematical problem solving of students with learning disabilities

This study was intended to determine (a) whether students with a learning disability can benefit from a computer-assisted instructional tutorial program to learn math word problem solving on immediate and delayed online computer and paper-and-pencil tests, and (b) whether one of three variations of CAI programs will produce superior learning. Two of the CAI programs included a seven-step cognitive strategy for solving word problems. Thirty elementary students with LD were randomly assigned to one of the three conditions. Results indicated that students in all conditions improved significantly on math word problem solving from pre- to post-testing; however, no statistically significant differences were detected among the three treatment conditions. Students in all conditions performed significantly better on the online computer tests than on paper-and-pencil tests, and no evidence of spontaneous transfer between online computer and paper-and-pencil tests was observed.

Author: 
Shiah, R., Mastropieri, M., Scruggs, T., & Fulk, B.
Year: 
1994
Source: 
Exceptionality, Vol. 5 (3), 131-161.
Type: 
Related Research
Content Area: 
math
IDEA Disability Category: 
autism
emotional disturbance
major-other health impairment
specific learning disability
speech or language impairment
Instructional Support: 
practice and reinforcement activities