The Effects Of Sibling Rank, Age, Sex, And Attitude On The Achievement Gain Of Basic Mathematics Students Taught By A Computer Assisted Instruction And Prescription Learning Program (low Achievers, Spss, Anova, Diagnostic)

Date of Award




Degree Name

Doctor of Education (Educat.D.)


Educational Leadership


The purpose of this research study was to determine the types of seventh, eighth, and ninth grade basic mathematics students who would benefit from a Computer Assisted Instruction (CAI) and Prescription Learning program.Procedures. A theoretical framework was developed for the purpose of building a foundation for the method of instruction used in this project. Related research was reviewed in order to determine the effectiveness of other CAI programs.It was hypothesized that there would be no significant difference in the achievement gain of first-born or later-born students, male or female students, students older than 13 or younger than 13, and students who have a positive or negative attitude concerning mathematics and computers. Achievement gain was measured by the Stanford Achievement Test, the Florida Minimal Objectives Sample Assessment Test, the Prescription Learning Mathematics Achievement Test, the Prescription Learning Reading Achievement Test, and the Wide Range Achievement Test. An Attitudinal Survey measured students' attitudes. An ANOVA tested the hypotheses.Findings. The analysis revealed the following findings: (1) Students older than 13 scored significantly higher than those younger than 13 in achievement gain on the Stanford Achievement Test. (2) Female students scored significantly higher than male students in achievement gain on the reading test. (3) Students with positive attitudes scored significantly higher than students with negative attitudes in reading achievement. (4) First-born students older than 13 scored significantly higher than first born students younger than 13 in achievement gain on the Wide Range Achievement Test.Conclusions. Based on the findings of this study, the following conclusions were drawn: (1) Female students and students with positive attitudes show greater gains in CAI reading achievement. (2) First-born students older than 13 show greater gains in CAI mathematics achievement than first-born students younger than 13.


Education, Curriculum and Instruction

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