EDUCATORS HAVE SPECULATED that their students will recall basic math facts more rapidly using Computer-Based Instruction (CBI) rather than finishing a worksheet filled with drill and practice problems. CBI can be an effective tool in the math classroom by providing both feedback and individualized instruction, as well as improving student attitudes towards math. 

In an instructional setting, the term feedback can be defined as "any communication or procedure given to inform a learner of the accuracy of a response, usually to an instructional question." (Carter, 1984; Cohen, 1985; Kulhavy, 1977; Sales, 1993). Feedback can be used as a motivator and an incentive for students to increase their accuracy in solving math problems. It can help reinforce what students are practicing by letting them know when they achieve a correct response. Feedback can also benefit students by allowing them to re-think their response to a question if it was incorrect. 

Through CBI, students are able to complete activities at their own pace, and obtain immediate feedback no matter how many mistakes may be made during their time on the computer. Using effective and efficient drill and practice programs enables students to practice an endless amount of problems. If the student answers a problem wrong, he or she is given the opportunity to try again and continue the lesson. In this and other mathematics software programs, students are given explanations for their incorrect solution, thus enhancing their learning and their willingness to do more practice. 

Figure 1: First the question is generated. 

Figure 2: Second, the student answers the question.

Figure 3: Finally the student is given feedback. At this point the

student can attempt the problem again or move ahead to the next problem.

Immediate feedback is informative, corrective feedback given to a learner as quickly as the computer's hardware and software will allow during instruction or testing. Whereas, delayed feedback is given after a specified programming delay interval during instruction or testing. Delayed feedback allows the teacher to show the students the feedback after the session, within a day, or within a week. This allows the students to find their own rhythms instead of checking their own progress after each step or problem (Dempsey & Wagner, 1988).

Adaptive instruction, also known as individualized instruction, uses a variety of instructional approaches to meet the unique needs of different students. Using adaptive instruction provides the learner with choices, adjusts the program to the learner's strengths and weaknesses, and challenges the learner to meet the demands of opportunities given to them (Glaser, 1977). The programs used can branch off to different levels (remedial, intermediate, advanced) depending on how the student answers the questions in the lesson. After a student has gone through a particular level, he or she is given the option to continue practice or advance to a higher level.

Continue Practicing or Go to the Next Level?

These computer-based programs allow the teacher to meet each child's needs, generate reports of progress to parents, and track progress.

After engaging in CBI, the attitude of the students towards the program is a positive one. Below are some remarks students have made about the CBI program:

           is infinitely patient and non judgmental
           never gets frustrated or angry
           reduces learner anxiety
           never forgets to correct or praise 
           is self-paced
           gives immediate feedback
           is more objective than teachers
           is a great motivator 
           works rapidly-closer to the rate of human thought
           endlessly creates new problems

Educators and researchers see the benefits of these positive attitudes: "This reduction in negative reinforcement allows the student to learn through trial and error at his or her own pace. Therefore, positive attitudes can be protected and enhanced" (Robertson, 1987).

CBI also motivates student attitudes. Kinzie (1990) suggests that two types of motivation, intrinsic and continuing, are important for students in order to stay involved with computer-based instruction. Intrinsic motivation is when a student participates in an activity and receives satisfaction from completing the activity. Continuing motivation is when a student chooses to return to that activity or lesson without being told by the teacher. Simulations and games are two options in which CBI offers to heighten student motivation. 

Computer-based instruction is an effective tool math teachers can use to either supplement their material or introduce a new topic. When used appropriately, CBI not only allows each student to work based on his or her own pace and learning needs, but also improves students' attitudes towards math. 

Stephanie Oberle
Department of Educational Technology
San Diego State University