The primary purpose of this study was to compare three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers. Also examined was the extent to which selected teacher background characteristics were associated with test performance. Additionally, the three treatment groups were compared on the basis of student ratings of selected items on the course evaluation instrument.

Eighty-four non-degree industrial and technical teachers teaching in West Virginia were given a pretest on basic math skills. This pretest was followed by a seven-week period of basic math review and remediation using one of three instructional delivery systems. The three instructional delivery systems included Computer Assisted Instruction (CAI), Individualized Learning Modules (ILM), and the traditional lecture (LEC). A posttest was administered to participants at the end of the review and remediation period.

An analysis of covariance was used to compare the mean posttest scores for each of the three treatment groups. The pretest score served as the covariate. Results of the study indicated that although there were substantial gains in basic math scores within each treatment group there was no significant difference in mean posttest scores when comparing the three treatment groups.

Computing the Pearson Product-Moment correlation in assessing the relationship between selected teacher background characteristics and posttest scores, it was found that the variables pretest and age were significantly related. Pretest scores had a high positive correlation to posttest scores while age had a moderate negative correlation.

A one-way analysis of variance was used to compare the ratings of selected items on the course evaluation instrument. No significant difference in ratings between treatment groups was found for any of the items compared.