Computer‐assisted instruction and student attitudes towards learning mathematics

Abstract

Purpose

The purpose of this paper is to establish the effects of computer‐assisted instruction (CAI) on the attitude of students studying mathematics.

Design/methodology/approach

CAI in mathematics, as an alternative to traditional instruction (TI), is investigated using a sample of students in Iran. The sample consists of second grade female students of maths/science in two high schools of Hashtgerd. The study is carried out over four weeks in May 2008. The effects of the independent variable (CAI) are studied in one high school while in a second high school in the region, a control group is used to measure the effects of TI.

Findings

The findings reveal that CAI increases the learning level of students and improves their attitudes toward mathematics compared with TI.

Research limitations/implications

The scope of the study is limited to a sample of students from two high schools in Iran. Thus, the results are indicative rather than conclusive. More work needs to be carried out involving a larger sample not confined to the Iranian setting to produce more conclusive findings.

Practical implications

New technologies and software featuring CAI should be implemented and used in the teaching process, especially for those courses which contain abstract concepts like mathematics. For example, simulated software could help teachers utilize simulated objects, concepts, and problem solving paths in a virtual environment.

Originality/value

The study adds to the literature on the utility of CAI and is original in that it is one of the few carried out in an Iranian setting.

Citation

Aliasgari, M., Riahinia, N. and Mojdehavar, F. (2010), "Computer‐assisted instruction and student attitudes towards learning mathematics", Education, Business and Society: Contemporary Middle Eastern Issues, Vol. 3 No. 1, pp. 6-14. https://doi.org/10.1108/17537981011022779