The effects of computer animated instruction in college trigonometry on student achievement, conceptual understanding, and student attitudes

The design of this study was experimental with a supplemental qualitative component. First, the effects of computer animation during self-paced trigonometry computer labs on student achievement and attitudes of students enrolled in a trigonometry course were examined in the study. Second, a multiple case study was used to investigate the conceptual understanding of students as they worked trigonometry problems and to identify their perspectives about the use of technology in mathematics education via a qualitative approach. The sample for this study consisted of 101 students enrolled at the Universal of Nebraska-Lincoln in Trigonometry during the 1995-1996 winter semester. Ninety-nine students were used in the quantitative study, and two more were added for the qualitative study. Several instruments were used: parts of the Fennema-Sherman Mathematics Attitude Scales, the Gressard-Loyd Computer Attitude Scales, an achievement test, and a survey of open-ended questions, and biographical data. Analysis of variance, multivariate analysis of variance, and correlations were used to analyze the quantitative data. Students were blocked into three levels of ability. For the qualitative component, data were collected through the biographical data sheet, interviews, researcher journals, and lab observations. Additional analyses included the Cronbach Alpha estimate of reliability, interrater reliability, and an analysis of variance to check for possible contamination due to a teacher effect. According to the quantitative results, the two treatments were not significantly different with regard to achievement, mathematics attitudes, and computer attitudes at the alpha =.05 level of significance. However, students of high ability experienced lower mathematics anxiety than students of lower ability. Many of the attitude instruments correlated at values greater than.5. Qualitative results showed a few differences in the treatment groups with respect to perceptions about the computer labs. A large majority of all students perceived their career futures to include the need for mathematics and technology experience, and that technology should be an integral part of mathematics. The students interviewed during the multiple case study displayed a good degree of conceptual understanding. Data collected emerged into five themes: (1) computer experiences, (2) perceptions, (3) phrases about technology, (4) labs, and (5) cognition