Does the Use of Learning Logic in Algebra I Make a Difference in Algebra II?

• Published in: Journal of research on technology in education Vol. 34; no. 2; pp. 157 - 161
• Main Authors: Carter, Carolyn M., Smith, Lyle R.
• Format: Journal Article
• Language: English
• Published: Routledge 01.12.2001
• Subjects: algebra; computer-assisted instruction; integrated learning system; Learning Logic software
• ISSN: 1539-1523; 1945-0818
• DOI: 10.1080/15391523.2001.10782342

The purpose of this study was to determine if the use of the integrated learning system Learning Logic (1990-2000) by high school students in Algebra I had a significant effect on the performance of these students when they subsequently enrolled in a traditionally taught Algebra II course. In the four high schools selected, Learning Logic was used for some Algebra I sections and other sections of Algebra I were taught without the use of Learning Logic. All such students who enrolled in Algebra II were included in the sample. Results of the analysis of Algebra II grades revealed no significant differences between students who used Learning Logic in Algebra I and students who did not use Learning Logic in Algebra I. Teachers who used Learning Logic noted some benefits in terms of student attitudes.