Use of Computer Aided Technology in modern Mathematics Education: an experimental Analysis

Today, more then ever before, concerns are being raised as to how the United States will meet new challenges in education while reforming or eliminating instructional processes which are no longer valid or useful (Mathematical Sciences Education Board, 1990).Worries exist over student performances in mathematics and science within all grade levels.Comparisons of test scores between students in the United States with those in Europe and Japan have placed issues of public education at the forefront of the minds for many in the American Public (Bailey & Chambers, 2005).In responding to these concerns, many disciplines within public education are undergoing various levels of reform as educators search for ways to improve education (Strassenburg, 2004).In particular, the increased use of technology especially computer technology, has been incorporated into educational processes as a way to improve educational opportunities, while enhancing student performance.The 6-week experiment used in this study has shown conclusive results that the use of dedicated technology in the classroom does improve the achievement results of High School Algebra students.The academic achievement analysis yielded the following results: Significance level (p value) = .0022.The alpha value used in the study was (p=.05).Since the obtained value was less than the alpha value, it was concluded that significant difference exists within the two methods of instruction.In summary, the results showed an approximate 20% improvement using the computerized method as opposed to the traditional methodology.