The purpose of this study is to analyze the use of direct instruction with a computer-managed learning system in a high school mathematics classroom. The study addresses the inclusion of direct instruction with the self-paced component of the computer program as it relates to student confidence and to achievement in both coursework and standardized tests. The reviewed literature focuses on student confidence, cognitively appropriate placement, the use of direct instruction, and computer-managed learning programs. The sample includes a control group of 37 students and an intervention group of 38 students placed in classes below Algebra I. The interventions included systematic direct instruction with review, assessment, feedback, and individualized intervention. The results show that students in the intervention group exhibited increased confidence and achievement at statistically significant levels, particularly Hispanic and Socio-economically Disadvantaged subgroups. The inclusion of direct instruction appears to have a positive effect on student confidence and achievement.
","abstract_html":"<p>The purpose of this study is to analyze the use of direct instruction with a computer-managed learning system in a high school mathematics classroom. The study addresses the inclusion of direct instruction with the self-paced component of the computer program as it relates to student confidence and to achievement in both coursework and standardized tests. The reviewed literature focuses on student confidence, cognitively appropriate placement, the use of direct instruction, and computer-managed learning programs. The sample includes a control group of 37 students and an intervention group of 38 students placed in classes below Algebra I. The interventions included systematic direct instruction with review, assessment, feedback, and individualized intervention. The results show that students in the intervention group exhibited increased confidence and achievement at statistically significant levels, particularly Hispanic and Socio-economically Disadvantaged subgroups. The inclusion of direct instruction appears to have a positive effect on student confidence and achievement.</p>","abstract_has_math":false,"creators":["Banta, Leslie"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01T08:00:00Z","date_published":"2009-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:12Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/369","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Banta, Leslie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/369"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to analyze the use of direct instruction with a computer-managed learning system in a high school mathematics classroom. The study addresses the inclusion of direct instruction with the self-paced component of the computer program as it relates to student confidence and to achievement in both coursework and standardized tests. The reviewed literature focuses on student confidence, cognitively appropriate placement, the use of direct instruction, and computer-managed learning programs. The sample includes a control group of 37 students and an intervention group of 38 students placed in classes below Algebra I. The interventions included systematic direct instruction with review, assessment, feedback, and individualized intervention. The results show that students in the intervention group exhibited increased confidence and achievement at statistically significant levels, particularly Hispanic and Socio-economically Disadvantaged subgroups. The inclusion of direct instruction appears to have a positive effect on student confidence and achievement.
"]},{"key":"dc:title","label":"Title","values":["Using Direct Instruction to Enhance Student Achievement in a Self-Paced High School Mathematics Classroom"]}]}],"canonical_facts":{"dc:creator":["Banta, Leslie"],"dc:description.abstract":["The purpose of this study is to analyze the use of direct instruction with a computer-managed learning system in a high school mathematics classroom. The study addresses the inclusion of direct instruction with the self-paced component of the computer program as it relates to student confidence and to achievement in both coursework and standardized tests. The reviewed literature focuses on student confidence, cognitively appropriate placement, the use of direct instruction, and computer-managed learning programs. The sample includes a control group of 37 students and an intervention group of 38 students placed in classes below Algebra I. The interventions included systematic direct instruction with review, assessment, feedback, and individualized intervention. The results show that students in the intervention group exhibited increased confidence and achievement at statistically significant levels, particularly Hispanic and Socio-economically Disadvantaged subgroups. The inclusion of direct instruction appears to have a positive effect on student confidence and achievement.
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