Math Achievement of Adult and Traditional Associate Degree Nursing Students Taught Via Computer-Assisted and Lecture Instruction

Date of Award


Degree Type


Degree Name

Doctor of Education (EdD)


Educational Studies and Research

First Advisor

W. Lee Pierce

Advisor Department

Educational Studies and Research


As computer technology becomes a reality in nursing education and in health care facilities, it is imperative that nurse educators implement the use of computer-assisted instruction (CAI) into nursing curricula. The purpose of this study was to investigate the difference between math achievement in a nursing drugs and calculations course of 112 Associate Degree Nursing students randomly assigned to a CAI math group (Experimental) or a lecture math group (Control). It also examined if the differences in math achievement were related to age, race, anxiety level, faculty conference time, and ACT scores. Using multiple linear regression, no significant differences in math achievement between the two methods of instruction were found. No significant independent relationships were found between math achievement and race, anxiety level, and ACT. There were significant independent relationships found between math achievement and student age and faculty conference time. The adult nursing students (25 years and older) in the CAI group received higher final math scores and required less faculty conference time than students in the lecture math group.