CHAPTER ONE
INTRODUCTION
1.1     BACKGROUND OF THE STUDY
     A look at the educational practices many people will perceive that there are some obstacles besetting the teaching of quantitative and verbal (English) reasoning in nursery and primary schools now days. Computer Assisted Instruction today presents new options and opportunities: powerful Machines, advanced computer science techniques, and input from cognitive psychology.
Using these tools well is a challenge for which there are few guidelines or examples. The Purpose of this write up is to describe how we used some simple artificial intelligence Techniques in a powerful educational programming environment to capture some of the Expertise of experienced teachers for an instructional program that runs on advanced Workstations.
HOW COGNITIVE TUTORS CAN HELP
The above discussion suggests that we need a "tool" that will engage students with quantitative and verbal problems covering more than the current week's topic. Ideally, this tool would encourage students to use variety of skills and to apply these skills in the context of real-world data sets. We propose that cognitive tutors offer one way to do just that. The name "cognitive tutor" refers to a computerized learning environment whose design is based on cognitive principles and whose interaction with students is based on that of a (human) tutor—i.e., making
comments when the student errs, answering questions about what to do next, and maintaining a low profile when the student is performing well.
1.2    STATEMENT OF THE PROBLEM
The basic problems behind this design is the hardship in passing the knowledge of quantitative and verbal reasoning to nursery and primary school students. Before building a cognitive tutor for quantitative and verbal reasoning, it made sense to us to look for data that could help shape such an endeavor. There is much evidence that students have difficulty applying quantitative reasoning as a subject. We added to this body of empirical work by further investigating where (and hopefully why) these difficulties arise in the context of solving quantitative-reasoning problems.
Quantitative reasoning domain tests your ability to use numbers and mathematical concept to solve mathematical problems, as well as ability to analyze data presented in a variety of ways, such as in table or graph form. only a basic knowledge of mathematics is required
All the quantitative reasoning problems takes the form of multiple choice questions that is; questions followed by four responses, of which only one is the answer.
Quantitative reasoning questions consist on two categories of questions 1.questions and problems and graph or table comprehension.
 English tutorial in other words verbal reasoning is multimedia based application intended to help nursery and primary school students, middle school student, high school student or in general, anyone interested in learning to learn the basic of English. The contents of the application are organized into different modules that comprises of interactive learning programs to develop skills for reading and writing alphabets, words, and sentences. The animations, pictures and sounds teach the association of objects and word along their spelling and pronunciation.
1.3    PURPOSE OF THE STUDY
The purpose of this study is to design and implement a computerized tutor for primary school students on quantitative and verbal reasoning as the subject of focus, and ensure positive performance of every student involved.
1.4    AIMS AND OBJECTIVES
At the end of this study;
1.    We will be able to understand the effectiveness of using a computerized tutor in the teaching of quantitative and verbal reasoning in nursery and primary schools
2.    We will understand the negative and positive impact of implementing this.
3.    Design and implementation of a computerized tutor  for nursery and primary school will be possible
4.     English tutor helps the learner understand and practice basic conversation skills with vocabulary, how to greet people, knowing more about them, how to make use of the language in their daily routine, how to invite people and how to request or ask for a favour from them. Making the user aware of the scenarios which the user come across when going around a place, about basic necessities, making him know the objects he may come across, things he may need while planning a journey, skills of describing a place, people the user have across e t c, about the way of answering a telephone call, basic etiquettes of talking on phone, extempore questions and their model answers.