A Comparative Analysis of Computer-Aided and Traditional Teaching in Primary Mathematics: Evidence from Uzbekistan
Annotatsiya
This study investigates the effectiveness of Computer-Aided Instruction in enhancing mathematical understanding among primary school students, compared to traditional classroom teaching. The research focuses on two core topics—rounding decimal numbers and arithmetic operations with integers—and evaluates both short-term achievement and long-term retention. A controlled experiment was conducted with 272 students from Grade 5 and Grade 6 across one private and one public school in Uzbekistan. Students were randomly assigned to either a traditional classroom group or a computer-aided learning group, stratified by prior academic performance. Each group received a single instructional session, followed by a paper-based test one week later. A delayed retention test was administered to Grade 5 students after 100 days. Statistical analysis included non-parametric Analysis of Variance (ANOVA) and Chi-squared tests. Students in the computer-aided groups consistently outperformed those in traditional classrooms, with p-values below 0.0001. Higher average scores, reduced performance variability, and stronger retention were observed. The software’s real-time feedback and random task generation enabled targeted teacher intervention and reinforced correct problem-solving strategies. The findings support that integrating Computer-Aided Learning into mainstream mathematics instruction, especially in resource-constrained settings, enhances learning outcomes without altering student–teacher ratios and offers scalable support for differentiated instruction. Future studies should include larger, more diverse samples and explore additional subjects. Incorporating adaptive difficulty and collaborative features may further improve outcomes. Limitations include the study’s geographic scope, its single-session design, and reliance on quantitative measures.