Computer-video instruction in mathematics: Field test of an interactive approach.

Field tests were conducted to evaluate theory-based computer-video instructional modules designed to teach or review concepts and operations for factors, prime numbers, and fractions. Task analysis and demand specification procedures were used to sequence instructional objectives within and across topics. Cognitive social learning theory provided a framework for the incorporation of attentional, retentional, and motivational features into the video sequences. Field testing of the factors and prime numbers modules with ninth graders from five mathematics classes revealed statistically and practically significant effects on achievement and on the attribution of outcomes to effort. More limited testing of the fractions modules with a small group of high school students who had failed a basic skills competency test required for graduation also provided evidence supporting the efficacy of the approach.

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