Comparing Computer-Based Programs’ Impact on Problem Solving Ability and Motivation

Hannah Doster, Josh Cuevas
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Abstract


Teaching mathematics involves a variety of techniques and approaches in order to reach students’ academic needs in a way that aids them in achieving at the level required by state standards. One of the ways that educators are meeting the needs of their students is through using computer-based programs. In this study, 17 fifth grade students were placed into two groups and assigned computer-based programs. One program, MobyMax, offered students scaffolding measures to aid in concept development. The other program, IXL, offered students detailed feedback in response to their answer submissions. This study was designed to determine the impact of the features of the two computer-based programs on student achievement through problem solving and their level of motivation. Students in both groups experienced gains in problem solving ability on average. Time spent on the program did not appear to be a contributing factor to gain score for problem solving. And student motivation showed little change throughout using either computer-based program. 


Keywords


Computer-based programs, Elementary mathematics, Student motivation, Problem solving, Computer-assisted instruction, Problem sets, Adaptability

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References


Doster, H. & Cuevas, J. (2021). Comparing computer-based programs’ impact on problem solving ability and motivation. International Journal on Social and Education Sciences (IJonSES), 3(3), 457-488. https://doi.org/10.46328/ijonses.121




DOI: https://doi.org/10.46328/ijonses.121

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International Journal on Social and Education Sciences (IJonSES) - ISSN: 2688-7061


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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.