dc.contributor.author	Fletcher, Debbie	en_US
dc.coverage.spatial	Southeastern Georgia	en_US
dc.coverage.temporal	2000-2002	en_US
dc.date.accessioned	2009-09-30T19:22:20Z	en_US
dc.date.accessioned	2011-03-02T17:28:55Z
dc.date.available	2009-09-30T19:22:20Z	en_US
dc.date.available	2011-03-02T17:28:55Z
dc.date.issued	2002-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/324	en_US
dc.description.abstract	The purpose of the research was to determine the effectiveness of the use of computerassisted instruction as review preparation for high-stakes tests in mathematics. An instructional unit was taught to ten eleventh-grade students over a two-week time span. Five participants reviewed using computer-assisted instruction and five participants were taught using traditional instruction. This qualitative study included observation, interviews, pre- and post- intervention surveys, and pre- and post-intervention practice versions of the Georgia High School Graduation Test. Findings suggest that review will improve Georgia High School Graduation Test scores, particularly when through the use of computer-assisted instruction. Participants indicated that the review is of value and it should be continued. The results of the study were communicated to the learning community through a meeting with teachers and administrators. This meeting supported beginning test review as early as the tenth grade.	en_US
dc.language.iso	en_US	en_US
dc.subject	computer-assisted instruction	en_US
dc.subject	preparation	en_US
dc.subject	qualitative study	en_US
dc.title	Use of Computer-Assisted Instruction for High-stakes Test Preparation in Mathematics	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Leader, Lars F.	en_US
dc.description.committee	Brovey, Andrew J.	en_US
dc.description.committee	Zahner, Jane	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US