THE EFFECT OF COMPUTER-ASSISTED INSTRUCTION ON ACHIEVEMENT AND ATTITUDE TOWARD MATH, COMPARED WITH TRADITIONAL METHODS IN TENTH GRADE STUDENTS MATHEMATICS COURSE
The purpose of this study was to examine the effects of the computer-assisted instruction on the eighth grade student’s mathematics achievement and attitudes toward math. The participants were 64 students from a high school in Zanjan city, whom were divided randomly in two groups (experimental and control). Control group was taught using a lecture-based traditional instruction and experimental group was taught using mathematics software. The groups were compared on achievement of mathematics, and attitude toward mathematics. The Scale to measure mathematics achievement was math’s exam and the scale to measure attitude toward mathematics was gauge-attitude scale of Phenma and Sherman.Scores on achievement tests were administrated two times; at the beginning of the study and immediately after the completion of the study. The result of study shows that the computer-assisted instruction has made statistically significant differences in students' attitude toward mathematics and academic achievement on analysis level in favor of experimental group; but it has not any statistically significant differences on knowledge, Comprehension, and application levels.