The Link between Teaching Methods and Achievement in Math in Computer-Assisted Elementary Schools

Abstract

This study compares the effect of frontal teaching methods on achievement levels in math to those of alternative teaching methods in elementary schools where classroom teaching is reinforced with computer sessions. The study was conducted in two urban, elementary schools in underprivileged areas and involved 479 students in grades 4, 5 and 6 and 18 teachers 9 who used the frontal method and 9 who used the alternative method. Progress was checked while accounting for students’ age and level. Significant differences between the two methods were found: Students in the alternative method progressed more during the year than those in the frontal method. Furthermore, the lead of alternative students mostly increased with age and grade level, while most frontal students remained at their level. District tests conducted two years after data collection for the study further corroborated the study findings. The results indicate that the teaching method is a decisive factor in student achievement in math and that full coordination of classroom teaching with computer practice is of prime importance. This requires a change from the traditional teaching methods, incorporating attention to the differing needs and achievements of students.