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. https://www.proquest.com/docview/304368952

University of North Texas (Denton, TX); ProQuest document ID: 304368952

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

Grade 3 students (n=114) from four private schools and one public school in the Dallas-Ft. Worth, Texas area (U.S.) participated. A portion of the students had disabilities in mathematics, and a portion had no disability.

The KeyMath-R (Connolly, 1988) and the Computer-administered Mathematics Test (CAMT), developed from Texas Education Agency's standards, were administered to the student participants.

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.