The purpose of the present study was to examine the effects of computer-assisted instruction (CAI) with fixed and adaptive feedback on children’s mathematics anxiety and achievement. Participants were 245 sixth-grade students. Multivariate and univariate analyses of covariance showed significant differences between CAI and non-CAI treatments on various aspects of mathematics anxiety but not on mathematics achievement. No significant differences were found between the two CAI treatments on any variable. Educational and methodological implications of the findings are discussed.
|Number of pages||5|
|Journal||Journal of Experimental Education|
|State||Published - 1987|