The Effectiveness of computer-assisted learning: a case study of the learning equation
Date
2000
Authors
Tan, Ivy Kim-Geok
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Abstract
This study examined the effectiveness of “The Learning Equation" (TLE) software for grade nine Mathematics. The data were collected through interviews with seven students in a public school, their teacher, two teachers from a distance education agency, a student from the distance learning agency, a parent and two teachers who successfully implemented TLE in their classrooms. The study examined the factors involved in the successful implementation of this CAI software, examined how the software matches current design recommendations, and relates that to different cognitive styles and learner abilities. Students were given an opportunity to voice their opinion of TLE and compare it to the usual classroom lessons. The effects of TLE on morale and attitude towards Mathematics for the students in this case study were also investigated.
The study revealed that success with TLE depends on its proper implementation. The teachers interviewed who successfully implemented the program insisted that it was a worthwhile effort. Although interviewed students enjoyed learning using TLE, they still reported a preference for being taught by a teacher. The high rate of transfer from TLE programs to regular classrooms appears to support this claim. Final grades, as reported by students and teachers, did not improve while using TLE. Although TLE appears to technically match recommended design principles, it appears best suited for self-motivated, self-selected students who are average or above average sequential learners.