Initial Learning and Transfer Effects of Microcomputer Drills on LD Students' Multiplication Skills

Abstract

Although application of microcomputer-assisted instruction with learning disabled students is rapidly expanding, only limited research is available on the efficacy of such instruction. The primary purpose of this single-subject design study was to investigate whether learning of multiplication tables via computer programs transfers to paper-and-pencil tasks. Three male and three female fourth-grade LD students participated in the three phases of the study: baseline, microcomputer-assisted instruction, and transfer. Results of the daily 4-minute timings of each subject's multiplication facts indicated that about 12 days' drill and practice on a computer yielded an average gain of 4.7 and 6.1 facts per minute for the girls and boys, respectively, as evidenced by their worksheet performance. Implications for using microcomputer-assisted instruction with LD students are discussed.

The Effects of Computer-Assisted Versus Teacher-Directed Instruction on the Multiplication Performance of Elementary Students with Learning Disabilities

“…But, again, details of the instructional delivery systems were incomplete, making implementation problematic. Finally, Chiang (1986) found benefits for CAI programs that included a skill-building component.…”

Effective Instruction with Microcomputers: Promises, Practices, and Preliminary Findings

“…A number of educators (e.g., Chiang, 1986;Lieber & Semmel, 1985;Romanczyk, 1986) have noted that research has not clearly validated the relative effectiveness of CAI as opposed to TA instruction. A few studies have begun to address this promise, but the claim is too broad to lend itself to precise empirical investigation (Clark, 1983), as instruction consists of multidimensional variables that are difficult to control.…”

“…They found that word recognition speed could increase via CAP with a program using a repeated readings format. Chiang ( 1986) has provided evidence that drill and practice using the microcomputer also can be effective for teaching multiplication facts. Using 4-minute timings and a software program, Treasure Hunt, over a period of 12 days, Chiang demonstrated that students transferred the skills practiced on the computer to paper-and-pencil tasks.…”

“…Too much reinforcer stimulation, as well as repetitious reinforcement, can interfere with learning (LeBlanc et al, 1985;Chiang et al, 1986). The motivation to engage in academic learning of reluctant students, however, appears to increase when the game-like features are included in the program (Malouf, 1985).…”

“…Following a CAI study, Chiang (1986) concluded that numerous extraneous features and themes (e.g., treasure hunt, meteor shooting) associated with arcade-like games may not be as effective as a simple drill-and-practice program. Christensen and Gerber ( 1986) also found that when practicing addition through CAI, learning disabled students using a plain CAI performed significantly better than students who trained using the arcade-like game format CAI.…”