Download or read book A Comparison of Online and Classroom based Developmental Math Courses written by Jeanette Gibeson Eggert and published by . This book was released on 2009 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developmental Mathematics Instruction in a Community College written by Billy Wayne Adams and published by . This book was released on 2014 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book A Comparison of the Improvement of Skills in Developmental Mathematics in the Traditional Classroom and Through Internet Courses written by James Adrian Summerlin and published by . This book was released on 2002 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effectiveness of Online and Classroom based Instructional Methods in Developmental Mathematics Courses at a Small Public Community College written by Andrew Lenzen and published by . This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of Achievement Between Students Taking a Developmental Mathematics Course Using Computer assisted Instruction and Students Taking the Course in the Traditional Classroom Setting written by Michael J. Bohn and published by . This book was released on 1994 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book DOES MANDATORY SUPPLEMENTAL INSTRUCTION WORK IN DEVELOPMENTAL MATH EDUCATION A STUDY OF STUDENTS ENROLLED IN DEVELOPMENTAL MATH COURSES AT A SUBURBAN COMMUNITY COLLEGE IN THE NORTHEAST written by Kristina Corey Legge and published by . This book was released on 2010 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of students entering the community college in need of developmental math has not changed, remaining at a steady 60% over the past seven years. This study compared the success rate of Mandatory Supplemental Instruction (MSI) sessions within four sections of a developmental math course compared with the success rates of students enrolled in both the Traditional Classroom setting and the Individualized format at Suburban Community College (SCC) during the Fall 2009 semester. These MSI format courses were compared with both the Individualized format of MAT 060 and the Traditional Classroom format of the same course. The students included in these sections were a combination of students who were: 1) suggested by advisors to enroll in this developmental math course after receiving a low score on the college's Accuplacer placement test for algebra or continuing the progression of developmental math from the lower level arithmetic class; 2) mandated to attend MSI after successful completion of the Jump Start Math Program, or 3) self-selected into the MSI group anticipating the need for additional help in the course. The two primary data sets available for this study are student math final grades and student participation/attendance records. Secondary sets of data include informal focus group notes, final exam scores, student attendance records for both class lectures and MSI sessions, and Supplemental Instruction Leader anecdotal records. The findings of this study conclude that success rates of students enrolled in the MSI sections of developmental math do not differ significantly from those enrolled in the Traditional Classroom format of developmental math; however, both groups did differ significantly from the Individualized format of developmental math, in that the students enrolled in the Individualized format succeeded at a lesser rate and withdrew at a greater rate than their MSI or Traditional Classroom counterparts. This study also concluded that female, full-time students succeeded at a greater rate across the board, which is consistent with the literature. These findings were significant for a number of reasons. Although the difference between the treatment group and the Traditional Classroom group was not significant, there are a variety of reasons at the program level as to why this may have been so and there are many future constructs that SCC can put in place to strengthen and reassess the MSI program. Although this study was focused on the MSI treatment, the data revealed a greater issue existing in the Individualized format of developmental math at SCC. Future considerations can be made in this particular delivery method to improve success rates of students involved in this program. Future research on MSI in the form of persistence and retention rates, graduation rates, transfer rates, subsequent math course grades and success in other college-level classes can be explored to provide the MSI program with more data to determine if particular groups of students are benefiting from this format.
Download or read book A Comparison of Computer based Versus Teacher directed Instructional Outcomes in Developmental Mathematics Courses written by Phillip Morris and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this study is to test the theoretical assertion that learning facilitation techniques associated with constructivist student centered instructional methods are more effective for achieving successful learning outcomes for math skill deficient students in community college, than traditional teacher directed pedagogical techniques. This purpose is carried out through comparing students in computer-based student developmental math courses versus students enrolled in traditional developmental math courses at public rural-serving medium sized community college in the South. Students are compared in terms of course completion, grades earned, and success in subsequent math courses, while accounting for individual background characteristics, pre-college characteristics, academic experiences, and course characteristics.
Download or read book Relationships Between Placement Criteria and Students Online Developmental Math Final Grades written by Michael P. Gibson and published by . This book was released on 2020 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students placed into developmental math courses experience significantly increased costs for obtaining a college degree. They are also considerably more likely to drop out of college without obtaining a degree. However, many students need developmental math if they are going to succeed in their college level math courses. As a result, it is vitally important to both students and educators concerned with student success that students are placed into the correct courses. Little, if any, work has done been in this area for online math courses despite the explosive growth of online college level education in the last two decades. The present study measures the accuracy with which a multiple measures placement process using ACT/SAT mathematics score, a local algebra skills assessment, and unweighted high school GPA predicts final course grades for students in an online developmental math course. A quantitative correlation design was used for the study. The research used archival data from a private university located in the eastern United States with a very large online student population. Data for all three predictive variables as well as course grades for a developmental math course was retrieved from the university record system for 3843 students enrolled between Fall 2016 and Spring 2019. Multiple linear regression analysis showed no significant predictive relationship with respect to the criterion variable. Additional analysis revealed significant correlations between the online developmental math final grades and both high school GPA and the local algebra skills test. The study concludes with recommendations for further research including studying differences by age of student and using data from other universities.
Download or read book Perspectives on Mathematics written by Dennis Almeida and published by . This book was released on 1995 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Multimedia enhanced Developmental Mathematics for Postsecondary Culturally Diverse Students written by Marcie Merinda Belfi and published by . This book was released on 2015 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Impact of Learning Environment on Student Success in Developmental Math written by Jean M. Ashby and published by . This book was released on 2013 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing enrollments in community colleges has led to an increase in distance education courses. The developmental coursework necessary for many community college students is being offered both in online and hybrid environments. These students face challenges with the content and now find themselves needing to learn in a virtual classroom. Current research (Chernish, DeFranco, Lindner, & Dooley, 2005; Frederickson, Reed, & Clifford, 2005; Herman & Banister, 2007; Kromrey & Purdom, 1995; Scheetz & Guntner, 2004) shows that there is no difference in student success based on the learning environment, but this was completed primarily with upper-class and graduate students. This study investigated student success in a developmental math course taught in the face-to-face, hybrid, and online environments at a mid-Atlantic community college. Cognitive Load Theory was used during the design of the course and its principles were maintained in all of the learning environments. The sample was 167 students with an average age of 25 years, 58% were female, 49% were Caucasian and 43% were African-American. The focus was on student success, but the impact attrition had on the results of the study is discussed. The study also investigated student characteristics and their relationship to success. Age, gender, race, student status, placement scores, financial aid, learning style, locus of control, and technology skills are all compared between successful and unsuccessful students to determine if specific traits were more beneficial within a particular environment.
Download or read book Learning Online written by Barbara Means and published by Routledge. This book was released on 2014-04-03 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.
Download or read book The Effectiveness of Computer assisted Instruction in Developmental Mathematics written by Kathy Dye Spradlin and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Increasing Student Success in Developmental Mathematics written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-11-18 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.
Download or read book Learning Online written by Barbara Means and published by Routledge. This book was released on 2014-04-03 with total page 373 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.
Download or read book Academic Progress in Developmental Math Courses written by Loretta H. Silverman and published by . This book was released on 2010 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Improving Pedagogy in the Developmental Mathematics Classroom CCRC Brief Number 51 written by Michelle Hodara and published by . This book was released on 2011 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges typically offer extensive developmental education programs to students with weak academic skills in order to prepare them for college-level coursework. Yet, for students referred to developmental mathematics education, rates of completion in developmental math courses and in college-level math courses required for a degree are particularly low. Failure to complete these courses prevents individuals from earning a college degree and is associated with a reduced likelihood of employment. This Brief summarizes a literature review that examines the research evidence concerning a potential means for improving course completion and learning outcomes among developmental math students: reforming mathematics classroom pedagogy. It concludes by offering recommendations for future research and for the adoption of particular instructional practices. [This Brief is based on "Reforming Mathematics Classroom Pedagogy: Evidence-Based Findings and Recommendations for the Developmental Math Classroom. CCRC Working Paper No. 27. Assessment of Evidence Series" (ED516147).].
