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Author: Brenda Denise Teal Publisher: ISBN: Category : Community college students Languages : en Pages : 390
Book Description
The purpose of this study was to compare academic achievement based on the test scores of students receiving two different modes of instruction in developmental mathematics. The scores were compared between students who received computer-assisted instruction (CAI) and students who received a traditional lecture (TL) mode of instruction. The treatment group used CAI with the Educo Learning System software during class lectures, homework assignments and quizzes. The control group used the TL mode of instruction. A comparative analysis was used to determine if one mode of instruction led to higher mathematics scores in a pre-algebra course. The population in this study was students enrolled in developmental mathematics courses at a suburban community college in the mid-Atlantic region. This quasi-experimental study began with a pretest using ACCUPLACER(TM) Online, which determined that both groups were similar in their mathematical knowledge. Student scores in developmental mathematics were assessed using two posttests. Posttest 1 was given after 6 weeks of instruction and posttest 2 was given after 16 weeks of instruction in order to make a comparative analysis between the modes of instruction. Major findings from the study revealed there were no statistically significant differences between the mathematics scores of students taught with computer-assisted instruction and students taught with the traditional lecture mode of instruction. Based on an analysis of the findings, the t-test revealed a statistically significant difference in the students' computational skills scores based on the mode of instruction. Students receiving the traditional lecture mode of instruction had higher scores over students receiving the computer-assisted mode of instruction in developmental mathematics. One unanticipated finding from the study revealed that students who received the computer-assisted mode of instruction in the pre-algebra course had higher retention rates than students who received the traditional lecture mode of instruction. -- Abstract.
Author: Brenda Denise Teal Publisher: ISBN: Category : Community college students Languages : en Pages : 390
Book Description
The purpose of this study was to compare academic achievement based on the test scores of students receiving two different modes of instruction in developmental mathematics. The scores were compared between students who received computer-assisted instruction (CAI) and students who received a traditional lecture (TL) mode of instruction. The treatment group used CAI with the Educo Learning System software during class lectures, homework assignments and quizzes. The control group used the TL mode of instruction. A comparative analysis was used to determine if one mode of instruction led to higher mathematics scores in a pre-algebra course. The population in this study was students enrolled in developmental mathematics courses at a suburban community college in the mid-Atlantic region. This quasi-experimental study began with a pretest using ACCUPLACER(TM) Online, which determined that both groups were similar in their mathematical knowledge. Student scores in developmental mathematics were assessed using two posttests. Posttest 1 was given after 6 weeks of instruction and posttest 2 was given after 16 weeks of instruction in order to make a comparative analysis between the modes of instruction. Major findings from the study revealed there were no statistically significant differences between the mathematics scores of students taught with computer-assisted instruction and students taught with the traditional lecture mode of instruction. Based on an analysis of the findings, the t-test revealed a statistically significant difference in the students' computational skills scores based on the mode of instruction. Students receiving the traditional lecture mode of instruction had higher scores over students receiving the computer-assisted mode of instruction in developmental mathematics. One unanticipated finding from the study revealed that students who received the computer-assisted mode of instruction in the pre-algebra course had higher retention rates than students who received the traditional lecture mode of instruction. -- Abstract.
Author: Teresa Perez Publisher: ISBN: Category : Languages : en Pages : 186
Book Description
A significant number of high school graduates who apply for higher education are not prepared for a college-level mathematics course. At the start of their college careers, students who are not sufficiently prepared to complete entry-level courses are often encouraged or required to take remedial courses (U.S. Department of Education, 2013). College and universities are trying alternative instructional approaches to improve the teaching of remedial mathematics with the goal of increasing the number of students who have the skills and knowledge required for college-level math course. With the recent growth of the internet, new methods of delivering instruction are now possible thanks to the use of computers, so student will have choices of when, where and how they learn math. The purpose of this study is to compare academic performance of freshmen students attending California State University, Sacramento, (CSUS) who are enrolled in Elementary Algebra with Geometry remedial courses using traditional instructions and web based format (ALEKS). Students' performance based on their gender and ethnicity will be explored as well. This study is based on freshmen enrolled in two Elementary Algebra with Geometry classes, during the fall 2012, 2013, and 2014 semesters. A total of 458 students were enrolled in both classes, 31% were males and 69% were females. In term of students' ethnicity 25% were Asian, 11% African American, 32% Hispanic and 21% Whites. The classes were offered in two different format; traditional instructions and web-based online format. All the students completed the course and took the Intermediate Algebra Diagnostic (IAD) exam. Data was collected by two departments at California State University, Sacramento; The Math Learning Skill and Mathematics and Statistics Department. The three exam scores analyzed in the study were provided by the Learning Skill Assistant Professor and Math Coordinator. The Intermediate Algebra Diagnostic exam scores were provided by the Math Lab Coordinator. The results of this study showed that students in the ALEKS classes outperformed traditional lecture students in the Elementary Algebra with Geometry exam scores. In the Intermediate Algebra Diagnostic test students in traditional lecture outperformed ALEKS students. In terms of the Elementary Algebra with Geometry exam results, the study found that there is a significant gender difference in all semesters and in both classes, with females scoring higher than males. Additionally, females enrolled in ALEKS classes scored higher than females in lecture classes. In the IAD results the study showed that females also outperformed males in both classes. The results revealed that there was not a significant difference between the average test scores based on students' ethnicity. All ethnic groups except African Americans had similar scores in both classes. African American students enrolled in lecture class scored higher than other ALEKS students. In terms of the IAD test, African American scored lower in both classes than Asian, Hispanic and Whites. Regarding class type the traditional lecture sections obtained the high passing rates. Based on the literature review and the results of this research the writer concluded ALEKS has a better impact on students learning. However the difference in lecture courses were slightly lower. More research need to be done to find out which teaching method has better impact on math remediation.
Author: Billy Wayne Adams Publisher: ISBN: Category : Community colleges Languages : en Pages : 162
Book Description
The purpose of the study was to compare face-to-face and online developmental mathematics instruction. The study centered on a comparison of online and face-to-face instructional delivery methods, in a mid-level developmental mathematics course. The online format was delivered through Blackboard Developmental Education, the course lecture component was delivered through both synchronous and asynchronous methods. The lab portion for the online course was delivered through MyMathLab software developed by Pearson Education. The face to face lecture component was delivered in a traditional lecture classroom setting and the face-to-face lab component was delivered through the MyMathLab software. The need to accelerate the developmental education sequence and also allow online student to have the ability to enroll in a developmental mathematics course without a face-to-face component was a focus of this study. Many students enrolled in face to face developmental coursework but were enrolled in an online and/or hybrid format for all the additional courses in which they took. Some students were enrolled in only one course, while others took a full course load. The THECB required that if a student was enrolled in credit coursework but were deficient in one or more areas of the TSI, they were required to be concurrently enrolled in a developmental course. With the growing number of students who choose to enroll in online courses, this places an enormous burden upon developmental education programs, to provide a viable alternative to the traditional developmental coursework delivered solely in a face-to-face classroom setting. The study found no significant difference in the comparison of success rates between the face-to-face and the online course delivery formats. The study implies that students must be provided the necessary tools which will allow them to succeed and persist through developmental mathematics and allow them to carry that success into credit bearing mathematics courses.
Author: Marcie Merinda Belfi Publisher: ISBN: Category : Languages : en Pages : 316
Book Description
Students who are not ready for college must take developmental courses, predominately in math more than reading or writing, because of the need to pass high school algebra as a prerequisite to gain entrance to college. Students who take developmental courses are predominately from minority ethnic backgrounds or from low- income families. These students often have documented learning disabilities (LD) or have been overlooked by the education system. The use of multimedia in the classroom can offer these students various methods for learning, as well as individualized instruction. The present study compares a multimedia-enhanced (MME) developmental mathematics course that has a mandatory attendance requirement to a course that teaches the same curriculum in a lecture-based format. A mixed-methods comparative analysis pretest posttest quasi-experimental design was used to compare student performance on a posttest and final exam between students taught in the MME section and students taught in the lecture-based section. A course survey was conducted to compare student satisfaction between the two conditions. Interviews were conducted to gather students' perceptions of the barriers and facilitators to learning in both conditions, as well as to determine students' past experiences with mathematics learning and their dispositions towards mathematics learning in general. The results showed that there were no statistically significant differences in student performance on the posttest and final exam between the students taught in the MME section and the students taught in the lecture-based section. There was no statistically significant difference in student satisfaction between the two sections. The barriers included the short amount of time for the summer course and lack of technology skills. The facilitators included: (a) helpful instructor, (b) supplementary videos provided by faculty member, (c) collaboration with peers, (d) examples in the software showing how to work the problems, (e) step-by-step instructions, (f) portability of the course, (g) ability to print from the lab, (h) working in the lab, (i) working at own pace, (j) access to the textbook online, and (k) opportunities for practice. These results are discussed in further detail and implications for practice and further research are also considered.
Author: Kathy Dye Spradlin Publisher: ISBN: Category : Internet in education Languages : en Pages : 0
Book Description
Colleges and universities are trying alternative instructional approaches to improve the teaching of developmental mathematics with the goal of increasing the number of students who have the skills and knowledge required for college-level math courses and for the twenty-first century workforce. Computers and the internet make possible new methods of delivering instruction so students will have choices of when, where, and how they learn math. The purpose of this study was to compare academic performance of students enrolled in a developmental mathematics course using traditional instruction, traditional instruction supplemented with computer-assisted instruction, and online distance learning. In addition, gender differences in mathematical performance were also investigated. The quasi-experimental study was conducted in Intermediate Algebra classes at a large, private, eastern university. An analysis of covariance was used to adjust the mean posttest scores for any initial difference in the groups on the pretest. There was no statistically significant difference in the posttest scores of students receiving traditional instruction and traditional instruction supplemented with computer-assisted instruction. There was a significant difference in the posttest scores of females and males, with females outperforming males in both modes of instruction. Although the original intent of this study was to include a group of students who took the course online, pretest scores for this group excluded them from the analysis. Institutions should offer developmental mathematics courses in a variety of formats, assist students in selecting the mode of instruction that best suits their learning style, and provide professional development in computer-assisted instruction.
Author: John Martin McHugh Publisher: ISBN: Category : Mathematics Languages : en Pages : 336
Book Description
This program evaluation case study examined the academic effectiveness of a developmental math program in a North Carolina community college (p. 5). Developmental or remedial college mathematics as used here includes courses for college students who were not ready for college-level math (p. 1). The CIPP evaluation model (context, input, process, product (p. 44): cf. Fitzpatrick, Sanders, and Worthen 2004, Program Evaluation: Alternative Approaches and Guidelines, 3rd ed.) was used as the framework for this program evaluation. (1) The research questions used to guide the research were (i) what are the conditions which make a developmental mathematics program at the college level necessary? (ii) what other attempts have been made to solve the problem? (iii) how does the implementation of the developmental program at this college align with recommendations for appropriate instruction of developmental math students? (iv) how is the developmental math program at the college being implemented? and (v) how effective is the developmental math program at the college? (2) Data collection consisted of qualitative and quantitative methods including interviews, surveys, a pretest and posttest of math achievement, and documentation review. The information from the surveys and documentation review was coded and then entered into an Excel spreadsheet and analyzed for frequency of occurrence by code. Interviews were recorded, transcribed, then coded. These data, along with the data from pretests and posttests, were then entered into SPSS software for analysis, and t-tests and analysis of variance (ANOVA) tests were conducted. (3) The research questions were answered as follows: (i) Without the help of developmental courses, many admitted students would not succeed at the college level (p. 110). (ii) The history of the developmental and remedial program at the college under study is sketched (p. 111). (iii) The researcher recommended that professional development be added for those working with underprepared students (p. 113). (iv) The majority of the current developmental math students (69%) and former developmental students (59%) who completed the surveys indicated they felt they had been placed correctly based on their placement scores (p. 114). Recommendations are made for revising the developmental math placement test rules. (v) According to the data collected and analyzed, the program is improving the arithmetic test scores of students (p. 117), and appears to be doing what it was designed to do.
Author: Brenda Denise Teal
Author: Brenda Denise Teal
Author: Teresa Perez
Author: Harriet Ann Lamm
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Author: Billy Wayne Adams
Author: Marcie Merinda Belfi
Author: Kathy Dye Spradlin
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Author: John Martin McHugh
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