A Study of the Effectiveness of Microcomputer Assisted Math Instruction on the Achievement of Selected Secondary Specific Learning Disabled Students

Date of Award


Degree Type


Degree Name

Doctor of Education (EdD)


Educational Studies and Research

First Advisor

Hampton S. Williams

Advisor Department

Educational Studies and Research


The purpose of the present study was to discover whether or not there was a significant difference in the math achievement of two groups of ninth grade learning disabled students, one of which was given microcomputer-assisted instruction in math, while controlling for the variables of pretest math achievement level, Performance IQ, Full Scale IQ, sex, and race. The study involved 55 students. Subjects in the Experimental and Control groups were mainstreamed into the regular Fundamental Math I class, and all subjects attended one special education resource class for tutorial assistance. Subjects in the Experimental group received 20 minutes of microcomputer-assisted instruction in math once a week. Subjects in the Control group received no microcomputer-assisted instruction. Both groups received treatment for 15 weeks. The math computation subtest of the California Achievement Test was administered as a pretest prior to the commencement of the study in order to control for initial differences in math achievement level and as a posttest at the completion of the treatment program. Analysis of the data revealed the following conclusions: (1) Students receiving computer-assisted instruction in math exhibited significant gains in achievement when compared to students receiving only traditional math instruction in the regular classroom. Significance at the .05 and .01 level was obtained. (2) The independent variables of group membership, pretest math achievement level, Performance IQ, Full Scale IQ, sex, and race were found to be significant predictors of posttest math achievement when testing at the .05 level. (3) Upon separate analysis, only the predictor variables of pretest math achievement level and Performance IQ were found to be independently related.