Download or read book A Comparison of Academic Achievement and Retention of Community College Students in College Algebra After Completion of Traditional Or Technology based Instruction written by Jennifer Ferrill Seal and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to compare the success rates in College Algebra between two groups of students attending a Mississippi community college. Eighty students enrolled in a College Algebra course were taught using traditional instructional techniques, and 70 students received technology-enhanced instruction. This study considered the effects of grade scores on a mathematics-achievement pretest and posttest, student attitudes toward mathematics, time-on-task while using technology during mathematics study, mathematics subscores on the American College Test, and withdrawal rates. Data collected for this study were derived from the official transcripts of students enrolled in spring 2007 College Algebra classes of a Mississippi community college serving as the study site. A total of 150 students participated in the study. Statistical analysis included t tests, chi-square tests, Pearson product-moment correlations, and analysis of covariance to examine relationships between the two groups of students. The results indicate that the students who received College Algebra instruction via technology-based methods learned equally as well as the students who received the same instruction via traditional methods. The findings also indicate that the students who participated in the traditional College Algebra course had improved attitudes toward mathematics upon completion of the semester. With regard to those who participated in the technology-based College Algebra course, the amount of time devoted to technology use during mathematics study did not correlate to their final grades (i.e., grades were not higher as this expenditure of time increased).
Download or read book A COMPARISON OF ACADEMIC ACHIEVEMENT AND RETENTION OF COMMUNITY COLLEGE STUDENTS IN COLLEGE ALGEBRA AFTER COMPLETION OF TRADITIONAL OR TECHNOLOGY BASED INSTRUCTION written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to compare the success rates in College Algebra between two groups of students attending a Mississippi community college. Eighty students enrolled in a College Algebra course were taught using traditional instructional techniques, and 70 students received technology-enhanced instruction. This study considered the effects of grade scores on a mathematics-achievement pretest and posttest, student attitudes toward mathematics, time-on-task while using technology during mathematics study, mathematics subscores on the American College Test, and withdrawal rates. Data collected for this study were derived from the official transcripts of students enrolled in spring 2007 College Algebra classes of a Mississippi community college serving as the study site. A total of 150 students participated in the study. Statistical analysis included t tests, chi-square tests, Pearson product-moment correlations, and analysis of covariance to examine relationships between the two groups of students. The results indicate that the students who received College Algebra instruction via technology-based methods learned equally as well as the students who received the same instruction via traditional methods. The findings also indicate that the students who participated in the traditional College Algebra course had improved attitudes toward mathematics upon completion of the semester. With regard to those who participated in the technology-based College Algebra course, the amount of time devoted to technology use during mathematics study did not correlate to their final grades (i.e., grades were not higher as this expenditure of time increased).
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comparing the Impact of Traditional and Modeling College Algebra Courses on Student Performance in Survey of Calculus written by Jerry Glenn West and published by . This book was released on 2013 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students in higher education deserve opportunities to succeed and learning environments which maximize success. Mathematics courses can create a barrier for success for some students. College algebra is a course that serves as a gateway to required courses in many bachelor's degree programs. The content in college algebra should serve to maximize students' potential in utilizing mathematics and gaining skills required in subsequent math-based courses when necessary. The Committee for Undergraduate Programs in Mathematics has gone through extensive work to help mathematics departments reform their college algebra courses in order to help students gain interest in the utilization of mathematics in solving real-world problems. In many instances, college algebra courses have evolved from a traditional curriculum into a modeling or applied curriculum. Successful completion rates and academic achievement in a survey of calculus course were compared between students who had traditional college algebra content versus modeling college algebra content. Results of statistical analyses between the two types of college algebra content determined that a higher percentage of students successfully completed survey of calculus on their first attempt when they had traditional college algebra content in a prerequisite course than students who had modeling college algebra content. No statistically significant difference was determined in academic achievement in survey of calculus, measured by average GPA of students, between the two types of college algebra content. The results of this study suggest that a higher percentage of students will complete survey of calculus with a grade of C or higher on their first attempt after successfully completing traditional college algebra content versus successfully completing modeling college algebra content; however, academic achievement based on GPA will not be significantly different between students who successfully complete either type of college algebra content.
Download or read book Quarterly Review of Distance Education written by Michael Simonson and published by IAP. This book was released on 2023-12-01 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Program Information and Application Procedures written by and published by . This book was released on 1995 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Community Colleges written by John S. Levin and published by Routledge. This book was released on 2018-03-21 with total page 541 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding Community Colleges provides a critical examination of contemporary issues and practices and policy of community colleges. This contributed volume brings together highly respected scholars as well as new scholars for a comprehensive analysis of the community college landscape, including management and governance, finance, student demographics and development, teaching and learning, policy, faculty, and workforce development. At the end of each chapter, the "Questions for Discussion" section helps to bridge the gap between research and practice. Written for students enrolled in higher education and community college graduate programs, as well as social sciences scholars, this provocative new edition covers the latest developments in the field, including trends in enrollment, developmental education, student services, funding, and shared governance.
Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cincinnati Magazine written by and published by . This book was released on 2003-04 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cincinnati Magazine taps into the DNA of the city, exploring shopping, dining, living, and culture and giving readers a ringside seat on the issues shaping the region.
Download or read book Journal of Developmental Education written by and published by . This book was released on 2015 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cincinnati Magazine written by and published by . This book was released on 2003-04 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cincinnati Magazine taps into the DNA of the city, exploring shopping, dining, living, and culture and giving readers a ringside seat on the issues shaping the region.
Download or read book Affective Learning in Digital Education written by Andreas Gegenfurtner and published by Frontiers Media SA. This book was released on 2021-03-01 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2002 with total page 880 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effectiveness of Redesigning College Algebra with a Heavy Focus on Instructional Technology written by Mark Andrew Brown and published by . This book was released on 2012 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Low success rates in college algebra have been an ongoing problem, and mathematics education researchers have continually looked for ways to improve student performance and learning (Aichele, Francisco, Utley, & Wescoatt, 2011; Gordon, 2008; Thompson & McCann, 2010; Twigg, 2011). This study examined the effectiveness of the pilot semester, spring 2012, of a technology-intensive course redesign of college algebra as compared to a traditional lecture approach at a mid-sized, diverse, urban university in the Midwest. Final exam performance was the main measure for assessing student learning outcomes and for testing thirteen hypotheses; DFW rate, the proportion of students withdrawing or earning a grade of D or F, was used for testing one hypothesis. Between the two instruction types, the researcher used a quasi-experimental study to compare overall performance on the final exam, performance on the conceptual and procedural questions of the final exam, performance on the individual questions of the final exam, and DFW rates in the course. Overall final exam performance was also compared within each gender, between genders, within two races/ethnicities, and between races/ethnicities. Additionally, performance on the conceptual and procedural questions was compared within each gender and within two races/ethnicities. Final exams were taken by 170 students, 73 students in the redesign approach and 97 students in the traditional approach. T-tests, analyses of covariance, and two-proportion z-tests were used to investigate the hypotheses. In most hypotheses, there were no statistically significant differences between the two types of instruction. One significant difference was found between African-Americans and Caucasians in both the redesign and traditional sections; however, the covariate, American College Testing (ACT) Mathematics Sub-score accounted for the difference, meaning that type of instruction had no effect. Also, a large difference (p = 0.0026) in favor of students in the redesign occurred on one question of the final exam on which students solved a system of linear equations. Lastly, a large difference in course success was observed in DFW rates in favor of the seasoned, traditional lecture approach. The DFW rate was 41% for the redesign approach, but the DFW rate was only 21% for the traditional lecture approach.
