Swain, C. R. (1997). A comparison of a computer-administered test and a paper and pencil test using normally achieving and mathematically disabled young children (Publication No. 9727805) [Doctoral dissertation, University of North Texas]. ProQuest Dissertations and Theses Global.

University of North Texas UMI #9727805

The tests were presented in a computer format and a paper and pencil format.

One-hundred fourteen third grade students participated in the study. A portion of the students had disabilities in mathematics, and a portion had no disability.

The KeyMath-R and the CAMT were administered to the students.

The results revealed no statistically significant interaction between ability group and mode of assessment between the two mathematics tests of similar content. Second, there was statistical significance in the method of assessment used, as evidenced by scores obtained on both formats of the mathematics test than on the computer-administered format of the test. The ability level was a statistically significant factor on both formats of the mathematics test. Participants who were categorized as normally achieving in mathematics scored higher on all subtests of both tests than participants who were categorized as mathematically disabled. Also, no mathematical concepts consistently distinguished between normally achieving participants in mathematics and those who had math-related disabilities.