Statistical Results of the Study

Table II: dispute between conventional bid assemblages computer assisted group on pre-test scores

Table III: Difference between traditional development group and mixed instruction group on pre-test scores

Table IV: Difference between mixed instruction group and traditional instruction group on pre-test scores

afterwards two weeks of instruction, the students were time-tested again. Table 3 shows the results of the second observation. As shown in Table V, the students who received traditional instruction (TDI) exhibited the aforesaid(prenominal) scores. As shown in Table VI, students who received the computer back up instruction slightly regressed in their mean scores, from 7.9 to 7.8 (this trade yielded a t value of .022 and was not significant at p=.05). As shown in Table VII, students who received a miscellanea of traditional and computer-assisted training slightly improved their scores, from 7.8 to 8.0 (this change yielded a t-value of .041 and was not significant at p=.05).

Table V: Pre-test,post-test differences in TDI group

Hypotheses Three and tetrad sought to measure changes in students attitudes toward mathsematics after the change in instruction techniques.

Specifically, surmisal Three predicted that students who received a mixture of traditional and computer-assisted instruction would exhibit to a greater extent despotic attitudes toward math than would students who received either technique alone, while Hypothesis Four predicted that students who received computer-aided instruction alone would have more positive attitudes than students who received traditional instruction alone. To test these hypotheses, the students were tested twice on their mathematics attitudes, once before the instruction and once after the instruction. Tables VIII, IX, and X present the pre-test scores of math attitudes of the three groups. There were no statistically significant differences between the groups, so valid comparisons of changes could be made later.

Table cardinal: Post-test differences between math attitudes (Aiken scores), TDI and CAI groups

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