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The main objective of this study was to seek an answer to this question. Will a developmental education student's mathematical competency level be improved by a course that combines computer-assisted instruction with traditional instruction? A credible answer to the question was sought through an examination of the dual levels for developmental mathematics, fundamental and analytical mathematics. A pretest/posttest quasi-experimental design was used as the research methodology. Facilitating that methodology was the Texas Higher Education Assessment practice test (THEA). The THEA practice test is approved by the Texas Higher Education Coordination Board and is assumed to be both reliable and valid.
The total sample size was 123 students, ages 18-53, male and female. The study was performed in a Historically Black College and University; no attempt was made to differentiate by ethnicity. The study's population consisted of four classes. Two classrooms---one from fundamental and one from analytical mathematics were used as control groups. Students in the remaining two classes---one from fundamental and one from analytical mathematics were given the intervention, which consisted of instruction with traditional strategies that were combined with computer-assisted instruction (CAI).
The ANOVA and SPSS were used for statistical analysis. Statistically significant was the difference found in fundamental mathematics gain scores of developmental mathematics students exposed to computer-assisted instruction, combined with traditional instruction, F (1, 57)=4.560, p<.05, n2</super>=5.8%. A significant difference was found in the analytical mathematics gain scores of developmental mathematics students exposed to computer-assisted instruction (CAI), combined with traditional instruction, F (1, 62)=3.990, p<.05 n2</super>=4.2%. Recommendations for future study included examining the variable teacher difference to determine the role of the teacher in the success of developmental education students.