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A Comparison of the Effectiveness of Videodisc and Traditional Algebra Instruction for College-age Students with Learning Disabilities

WILLIAM R. KITZ is an assistant professor in the Department of Special Education, University of Wisconsin Oshkosh. He received his PhD from the University of Wisconsin-Madison in 1989. He is currently the assistant director of University of Wisconsin Oshkosh Project Success program for adults with learning disabilities. His research interests include literacy and mathematics instruction for children and adults with learning disabilities. Address: William R. Kitz, Project Success, University of Wisconsin Oshkosh, Oshkosh, WI 54901.

HAROLD W. THORPE

HAROLD W. THORPE is a professor in the Department of Special Education, University of Wisconsin Oshkosh. He received his EdD in curriculum and instruction with emphasis in special education from Utah State University. His research interests include behavior management and instructional strategies.

The purpose of this study was to compare the effectiveness of a videodisc program, mastering equations, roots and exponents (system impact, inc., 1989) with a traditional text-based program. this study was conducted as part of a transition program during the summer before these students first entered college. the control group (n = 13) received instruction from a typical intermediate-level college algebra text, whereas the treatment group (n = 13) received instruction from the mastering equations, roots and exponents videodisc program. data analysis indicated that the treatment group receiving videodisc instruction significantly outperformed the control group on two posttest measures of algebra skill. the videodisc-instructed group also earned significantly higher grades in their first algebra class in the fall semester following the treatment phase of the study. the authors attributed the effectiveness of the videodisc instruction to the proven elements of effective instruction embedded in the program's lesson presentation format and supporting materials.

Remedial and Special Education, Vol. 16, No. 5, 295-306 (1995)
DOI: 10.1177/074193259501600506


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