The evaluation of remedial computer use for mathematics within a university setting in Botswana

An evaluation of the Mathematics and Computer Assisted Remedial Teaching (MASCART) project in the Pre-Entry Science Course (PESC) at the University of Botswana focused on two questions: (1) Considering the conditions for successful implementation highlighted in the literature, has the implementation of computers in the PESC department been such that institutionalization can be expected? and (2) Did the use of the MASCART software result in knowledge gains? A case study design was utilized for the first question and a pretest-posttest design for the second. Most of the factors influencing the success of implementation were fulfilled. Although the institutionalization phase is not yet complete, developments are promising. Based on the case study design, it can be concluded that there is no reason to doubt, for the time being, the validity of the theoretical starting point of the study--that the implementation and institutionalization of an educational change depend on the existence of specific conditions at the level of the materials themselves, the institution, and the society. With respect to the second question, a general improvement in basic algebra knowledge and skills was measured. While this gain cannot be unequivocally attributed to the quality of the MASCART materials, data indicate that the combination of increased time on task and working with MASCART materials was effective. (16 references) (Author/GL)