appropriate study duration exists. The duration of a study should be designated based upon multiple considerations such as population, treatment, variables, and methods (Meline, 2006). Conclusions The focus, purpose, and goal of the research was to determine the effectiveness of a specific CAI supplemental math program, Mad Dog Math (MDM), on students’ math achievement as compared to students using only conventional teaching methods utilized at a local elementary school located in Southern California. Additionally, this study examined for disparities in mathematical achievement utilizing CAI with gender. This final section includes the following: (a) implications, (b) recommendations, and (c) conclusions. The outcome of the qualitative research showed evidence that the Mad Dog Math treatment revealed significant difference in mathematical achievement on the CST aligned assessment. Inclusively, the findings matched the objective of the research and generated some information to focus on the pinpointed struggle of the students’ unsatisfactory mathematical skills. The outcome of the ANCOVA revealed no significant gender difference in the influence of CAI on mathematical achievement for students. The result of this research corresponded with the study outcomes of Lewis (2010) and Spence (2007) demonstrating that the use of CAI as a supplement to conventional classroom instruction has an equivalent influence on both genders. In the current study, the findings indicated that the use of computer-assisted instruction such as MDM has a significant effect on second and third grade students’ mathematics achievement. By and large, the findings matched the objective of the
appropriate study duration exists. The duration of a study should be designated based upon multiple considerations such as population, treatment, variables, and methods (Meline, 2006). Conclusions The focus, purpose, and goal of the research was to determine the effectiveness of a specific CAI supplemental math program, Mad Dog Math (MDM), on students’ math achievement as compared to students using only conventional teaching methods utilized at a local elementary school located in Southern California. Additionally, this study examined for disparities in mathematical achievement utilizing CAI with gender. This final section includes the following: (a) implications, (b) recommendations, and (c) conclusions. The outcome of the qualitative research showed evidence that the Mad Dog Math treatment revealed significant difference in mathematical achievement on the CST aligned assessment. Inclusively, the findings matched the objective of the research and generated some information to focus on the pinpointed struggle of the students’ unsatisfactory mathematical skills. The outcome of the ANCOVA revealed no significant gender difference in the influence of CAI on mathematical achievement for students. The result of this research corresponded with the study outcomes of Lewis (2010) and Spence (2007) demonstrating that the use of CAI as a supplement to conventional classroom instruction has an equivalent influence on both genders. In the current study, the findings indicated that the use of computer-assisted instruction such as MDM has a significant effect on second and third grade students’ mathematics achievement. By and large, the findings matched the objective of the