The purposes of this explorative study were to (a) compare results of the mathematics achievement of a group of secondary students with learning disabilities with and without computer-assisted instruction (n = 10) ; and (b) examine student satisfaction with computer-assisted instruction. The participants, ages 14-16 years old, were classified with SLD, or \"Specific Learning Disability\", and had mathematics performance significantly below grade level according to their IEPs. Procedure included ten weeks of teacher-direct instruction and ten weeks of computer-assisted instruction in the computer lab. A total of eight mathematics units were covered, four during each condition of the study. Students completed a questionnaire at the end of each unit and were assessed by written teacher-made tests. A single subject design was used to compare the mean unit scores of the baseline, or teacher-direct instruction, to computer-assisted instruction. Mean and standard deviation values were analyzed in regard to a Likert Scale pre- and post-survey questionnaire collecting data about student satisfaction in computer-assisted mathematics instruction. There was no significant difference between the baseline and computer-assisted mean unit scores or student satisfaction with computer-assisted instruction.
","abstract_html":"<p>The purposes of this explorative study were to (a) compare results of the mathematics achievement of a group of secondary students with learning disabilities with and without computer-assisted instruction (n = 10) ; and (b) examine student satisfaction with computer-assisted instruction. The participants, ages 14-16 years old, were classified with SLD, or "Specific Learning Disability", and had mathematics performance significantly below grade level according to their IEPs. Procedure included ten weeks of teacher-direct instruction and ten weeks of computer-assisted instruction in the computer lab. A total of eight mathematics units were covered, four during each condition of the study. Students completed a questionnaire at the end of each unit and were assessed by written teacher-made tests. A single subject design was used to compare the mean unit scores of the baseline, or teacher-direct instruction, to computer-assisted instruction. Mean and standard deviation values were analyzed in regard to a Likert Scale pre- and post-survey questionnaire collecting data about student satisfaction in computer-assisted mathematics instruction. There was no significant difference between the baseline and computer-assisted mean unit scores or student satisfaction with computer-assisted instruction.</p>","abstract_has_math":false,"creators":["Celentano, Shirley A."],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Xin, Joy F."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-05-08T07:00:00Z","date_published":"2002-05-08T07:00:00Z","updated_at":"2026-07-24T04:14:25Z","subjects":["Learning disabled teenagers; Mathematics--Study and teaching (Secondary)","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1410","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy F."]},{"key":"dc:creator","label":"Author","values":["Celentano, Shirley A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Learning disabled teenagers; Mathematics--Study and teaching (Secondary)","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1410"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this explorative study were to (a) compare results of the mathematics achievement of a group of secondary students with learning disabilities with and without computer-assisted instruction (n = 10) ; and (b) examine student satisfaction with computer-assisted instruction. The participants, ages 14-16 years old, were classified with SLD, or \"Specific Learning Disability\", and had mathematics performance significantly below grade level according to their IEPs. Procedure included ten weeks of teacher-direct instruction and ten weeks of computer-assisted instruction in the computer lab. A total of eight mathematics units were covered, four during each condition of the study. Students completed a questionnaire at the end of each unit and were assessed by written teacher-made tests. A single subject design was used to compare the mean unit scores of the baseline, or teacher-direct instruction, to computer-assisted instruction. Mean and standard deviation values were analyzed in regard to a Likert Scale pre- and post-survey questionnaire collecting data about student satisfaction in computer-assisted mathematics instruction. There was no significant difference between the baseline and computer-assisted mean unit scores or student satisfaction with computer-assisted instruction.
"]},{"key":"dc:title","label":"Title","values":["The impact of computer-assisted mathematics instruction for secondary students with learning disabilities"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy F."],"dc:creator":["Celentano, Shirley A."],"dc:date.available":["2016-05-12T07:00:00Z"],"dc:description.abstract":["The purposes of this explorative study were to (a) compare results of the mathematics achievement of a group of secondary students with learning disabilities with and without computer-assisted instruction (n = 10) ; and (b) examine student satisfaction with computer-assisted instruction. The participants, ages 14-16 years old, were classified with SLD, or \"Specific Learning Disability\", and had mathematics performance significantly below grade level according to their IEPs. Procedure included ten weeks of teacher-direct instruction and ten weeks of computer-assisted instruction in the computer lab. A total of eight mathematics units were covered, four during each condition of the study. Students completed a questionnaire at the end of each unit and were assessed by written teacher-made tests. A single subject design was used to compare the mean unit scores of the baseline, or teacher-direct instruction, to computer-assisted instruction. Mean and standard deviation values were analyzed in regard to a Likert Scale pre- and post-survey questionnaire collecting data about student satisfaction in computer-assisted mathematics instruction. There was no significant difference between the baseline and computer-assisted mean unit scores or student satisfaction with computer-assisted instruction.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1410"],"dc:subject":["Learning disabled teenagers; Mathematics--Study and teaching (Secondary)","Special Education and Teaching"],"dc:title":["The impact of computer-assisted mathematics instruction for secondary students with learning disabilities"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:14:25Z"}