A comparison of the effectiveness of videodisc and traditional algebra instruction for college-age students with learning disabilities

Research areas:

• Secondary Math

Year:

1995

Subtype:

Article

Keywords:

Mastering Equations, Roots, and Exponents, mathematics, algebra

Authors:

Kitz, W.; Thorpe, H.

Source:

Remedial & Special Education

Design type:

Randomized Experiment

Fidelity monitored:

No

Students included:

Adults, College Students, Students w/ Learning Disabilities

Other tags:

Mastering Equations, Roots, and Exponents, mathematics, algebra, videodisc instruction

Location/Setting:

Midwest: East North Central, University

Abstract:

This study compared the effectiveness of two algebra programs, the Direct Instruction-based Mastering Equations, Roots, and Exponents delivered via videodisc and a traditional text-based program. 26 college-age students with learning disabilities were randomly assigned to receive instruction with either the videodisc or traditional program. All participants were administered assessments from both programs. Results indicate that students who were in the videodisc group significantly outperformed students receiving traditional instruction not only on the Mastering Equations, Roots, and Exponents post-test, but also on the Project Success Algebra Placement Test (tied to the text-based program), despite the control group’s higher pre-test scores on this test and daily practice with the material assessed. Additionally, students in the videodisc group received significantly higher grades in their first algebra class in the semester following the completion of instruction. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Comments:

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