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- W2309213061 abstract "A random sample of 323 mathematics teachers in Iowa secondary schools were surveyed, in order to determine the extent of their computer utilization, their perceptions of the effectiveness of computer-assisted instruction (CAI), and deterrents to their use of CAI. A sixty-item questionnaire was sent to each participant. Seventy percent of the questionnaires were returned and usable.Ninety-three percent of the participants indicated that a computer laboratory was available in their schools. Forty-nine percent had a computer in their mathematics classrooms. Fifty percent had had no college-level course on CAI, but 70% had had some participation in CAI workshops. Seventy-three percent had had some computer programming coursework.A t-test revealed that the amount of time teachers use computers in mathematics instruction correlates significantly with teachers' CAI workshop participation, computer programming coursework, their years of teaching experience, availability of computers in the classroom, availability of a computer consultant, and administrative support for CAI, (P $le$.05). There was no correlation between teachers' age, gender, or educational attainment, and time spent on computers.Multiple regression analyses and an F-test revealed that teachers' CAI workshop, computer programming experiences, and facilities available, such as a computer consultant and a computer in the mathematics classroom were important factors favoring CAI (P $le$ 0.05).Although a Z-test revealed that mathematics teachers' perceptions of the effectiveness of CAI were significantly positive in fourteen out of twenty factors tested, the study also revealed that a very small proportion of mathematics teachers use computers in their teaching. Forty-nine percent seldom or never use computers for classroom instruction. Seventy-two percent rarely or never give students mathematics assignments requiring the use of computers. Sixty-one percent responded that students rarely or never used computers for math-related problems.The significant deterrents to teachers' use of computers were lack of time, unavailability of good software, unfamiliarity with available software, lack of an appropriate computer in the classroom, insufficient number of computers for students, limited experience with appropriate use of software, and lack of computer-oriented textbooks." @default.
- W2309213061 created "2016-06-24" @default.
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- W2309213061 date "1991-01-01" @default.
- W2309213061 modified "2023-09-23" @default.
- W2309213061 title "A survey of iowa teachers' usage of computers in secondary school mathematics instruction, their attitudes towards computer-assisted instruction, and their perceptions of its effects on teaching methodology and student learning" @default.
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