Redesign with a Twist: Differences in Computer-Based Delivery on Students Transitioning to College-Level Mathematics
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Spring 2015
Abstract
The purpose of this study was to determine which mode of computer-based instruction, Computerized Instruction or Computerized Modular Mathematics, offered at a Metropolitan Community College, was more effective and led students to be more successful in a subsequent college-level mathematics course. The mathematics courses for this study included Algebra Fundamentals III (DMAT 0099), the last level of developmental mathematics sequence of courses, and College Algebra (MATH 1314), a college transfer mathematics course. Classes were offered in a 16-week Computerized Instruction or in a 16-week Computerized Modular Mathematics format. The sample of this study included students enrolled in Computerized Instruction or in Computerized Modular Mathematics modes of developmental and college transfer courses between fall 2008 and spring 2013 semesters. To determine any significant differences in the students' performance grades, a quasi-experimental design was used, and one-way analyses of variance (ANOVA) tests were performed to analyze data. The findings showed that students who enrolled in the last level of developmental mathematics (DMAT 0099) course performed better when they opted for a Computerized Modular Mathematics mode compared to students who opted for DMAT 0099 in a Computerized Instruction mode. The results of the study did not show significant differences between students who followed the same modality in College Algebra (MATH 1314) as in their developmental mathematics course (DMAT 0099). However, the study did show that students who opted for a College Algebra course in a mode of instruction in which lectures, computer assistance, and peer-tutoring was provided in a classroom had a better chance to succeed than those students who opted solely for a course in a computer-assisted mode of instruction.
Advisor
Joyce A. Scott
Subject Categories
Curriculum and Instruction | Education | Higher Education
Recommended Citation
Kelman, Alla, "Redesign with a Twist: Differences in Computer-Based Delivery on Students Transitioning to College-Level Mathematics" (2015). Electronic Theses & Dissertations. 658.
https://digitalcommons.tamuc.edu/etd/658
