Automatization of Mathematics Skills via Computer-Assisted Instruction among Students with Mild Mental Handicaps

Abstract

This study compared the effects of computer-assisted instruction (CAI) and a more traditional paper-and-pencil approach in promoting automatization of basic skills in addition and subtraction. Using a trials-to-criterion approach, the accuracy and response time of nonhandicapped students and students who are mildly mentally handicapped were compared. No difference between the two groups or the two instructional media were found in accuracy; in response time, however, students in the CAI condition needed fewer trials than those in the paper-and-pencil condition to reach criterion in both addition and subtraction. Further analyses of data from the addition study revealed that this difference was present only for the nonhandicapped group. Also, the students with mild mental handicaps needed more trials to reach criterion in the CAI condition in the addition study, and in both media in the subtraction study. Results suggest that CAI was more effective in promoting automaticity and that students with mild mental handicaps require a greater degree of practice than their nonhandicapped counterparts in becoming automatic in their performance of basic mathematics skills.

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