A Comparison of the Effectiveness of Videodisc and Traditional Algebra Instruction for College-age Students with Learning Disabilities

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Abstract
The purpose of this study was to compare the effectiveness of a videodisc program, mastering equations, roots and exponents (system impact, inc., 1989) with a traditional text-based program. this study was conducted as part of a transition program during the summer before these students first entered college. the control group (n = 13) received instruction from a typical intermediate-level college algebra text, whereas the treatment group (n = 13) received instruction from the mastering equations, roots and exponents videodisc program. data analysis indicated that the treatment group receiving videodisc instruction significantly outperformed the control group on two posttest measures of algebra skill. the videodisc-instructed group also earned significantly higher grades in their first algebra class in the fall semester following the treatment phase of the study. the authors attributed the effectiveness of the videodisc instruction to the proven elements of effective instruction embedded in the program's lesson presentation format and supporting materials.