The Effects of Individualized and Cooperative Computer Assisted Instruction on Mathematics Achievement and Mathematics Anxiety for Prospective Teachers
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Abstract
In this study, Basic Skills Mathematics achievement and mathematics anxiety of minority prospective teachers working individually on a computer assisted instruction mathematics program were compared with those working cooperatively on a CAI mathematics program. A total of 53 prospective teachers in a mathematics remediation program received treatment that either required individual work or encouraged cooperation with a partner. Prospective minority teachers who worked cooperatively significantly outperformed those who worked individually in mathematics achievement. Math anxiety scores did not significantly increase or decrease for either group. However, females significantly increased their anxiety scores.