An Investigation into the Effects and Factors Influencing Computer-Based Online Math Problem-Solving in Primary Schools

Abstract

The main purpose of this study was to determine if online computer-based math problem-solving and paper-and-pencil math problem-solving tests are suitable tools for measuring math problem-solving, by comparing student performance on traditional style paper-based tests to performance on the same tests online. Data collection for this study was conducted at a K-12 all girls private school in Kuwait, As-Sabah for Girls. The experimental method of research was chosen for this study. The subjects were students from two Year 5 classes at a private single sex school in Kuwait City. Fourteen girls participated from one class (designated Class A) and 17 girls participated from the other (designated Class B). The age range of the students at the time of the test was 10.1 to 11.4 years, with a mean of 10.7 years. Two problem-solving tests and a scale to measure student attitudes toward computers and experience with computers were developed for this study: Paper-based Problem-solving Test, developed by the researcher, and the Online Problem-solving Test. Statistical analyses of the test scores yielded the following findings: 1) students did achieve similar scores for math problem-solving tests administered on the computer and on paper; 2) students did achieve similar scores for math problem-solving tests administered on the computer and on paper; 3) computer anxiety did not affect students' online test scores; and 4) computer experience did not affect students' online test scores.