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Georgia schools are experiencing low math proficiency across the state. Teachers are exploring different tools and strategies in order to close the achievement gaps. Computer Assisted instruction, also known as CAI, is a common intervention teachers turn to for an intervention due to its ability to differentiate instruction for each individual student based on their needs. In this study, MobyMax, a CAI program is used as well as a pretest/posttest to compare fourth grade students’ achievement scores to assess the effectiveness of using the program in mathematics. The control group (n = 32) received traditional whole group instruction and small group instruction, while the treatment group (n = 33) received MobyMax CAI along with whole group and small group instruction. Two ANCOVA tests were taken to determine the difference in student achievement and motivation from the pre-test to the post-test.

Keywords: Mathematics, MobyMax, Computer Assisted Instruction, Differentiation, Motivation, Achievement


This is a metadata-only record.



  • Subject
    • Education

  • Institution
    • Cumming

  • Event location
  • Event date
    • 26 March 2021

  • Date submitted

    19 July 2022

  • Additional information
    • Acknowledgements:

      Joshua Cuevas