The Effect of the Locus of CAI Control Strategies on the Learning of Mathematics Rules

This study examined the effects of the locus of three computer-assisted instruction (CAI) strategies on the accuracy and efficiency of mathematics rule and application learning of low achieving seventh grade students. The three CAI treatments were an externally controlled adaptive strategy, an individually based learner control with advisement strategy, and a linear control design strategy. Effects were examined for CAI strategy, prior achievement, and sex of student. Significant differences were found for prior achievement and the prior achievement by scale interaction, with the below average group demonstrating better rule recall and proportionately greater application scores than low students. The linear control strategy, however, required less time to complete and resulted in more efficient learning.