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 The Effect of Using Technology on Students Understanding in Calculus and College Algebra written by Razieh Shahriari and published by . This book was released on 2019 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed qualitative and quantitative methods study addressed the effect of technology on college algebra and survey of calculus students' understanding. This research study was conducted in fall 2016 on eight college algebra classes with a total of 315 students, and in summer 2017, on two survey of calculus classes with a total of 40 students at the University of Arkansas. Several sources were used to collect data. A pre- and post- student attitude survey was administered during the first and last week of the semester for both college algebra and survey of calculus courses. Students' scores and paper work on three written tests (review test 1, review test 2 and concept test) in college algebra and students' scores and paper work on two written tests (review test 1 and review test 2) in survey of calculus were collected. The concept test was the only paper test normally administered in college algebra. Quantitative and qualitative data analysis enabled discussion of the effect of technology on students' understanding and organization of their work. This research study was guided by the following research questions. 1. How does the use of technology affect college algebra and calculus students' understanding and performance? 2. What areas of college algebra and calculus are affected more by technology? 3. How does using technology affect the organization of college algebra and calculus students' written work? 4. Does the use of technology positively impact college algebra and calculus students' attitudes toward their mathematics skills? The results from the study exposed evidence that use of technology (handheld graphing calculators, online graphing utility Desmos, and smartphone apps) in teaching and learning increased college algebra students' understanding of several concepts such as domain, vertical and horizontal asymptotes, end behavior of a function, and logarithmic functions. In addition, college algebra students' skills such as logical reasoning, use of graph, organization including written order, and correct use of notation and symbols were significantly increased when they used technology. Survey of calculus students' understanding increased in several topics such as finding maximum/minimum for two variable functions, limits, and definite integrals when they used technology in their class activities and on written tests.

Download or read book A Longitudinal Study of Modeling based College Algebra and Its Effect on Student Achievement written by Timothy Paul Chappell and published by . This book was released on 2020 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Low success rates and high withdrawal rates in gateway courses like College Algebra have deterred some students from attaining their educational goals. The university of study developed a Modeling-Based College Algebra course with the purpose of creating a better course for terminal students and yet still preparing nonterminal students for the next mathematics course. In this quantitative study, the difference between the two College Algebra courses in terms of average final grade, the D/F percentage, the withdrawal percentage, and the average final grade in a subsequent mathematics course was examined. The difference in median final grade, D/F percentage, and withdrawal percentage was statistically significant. The difference in average final grade in the subsequent math course was not statistically significant. The difference in median final grade, D/F percentage, and withdrawal percentage was statistically significant for female, male, and traditional students.

Download or read book Comparison of the Effectiveness of a Traditional Intermediate Algebra Course With That of a Less Rigorous Intermediate Algebra Course in Preparing Students for Success in a Subsequent Mathematics Course written by Steven C. Sworder and published by . This book was released on 2007 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: An experimental two-track intermediate algebra course was offered at Saddleback College, Mission Viejo, CA, between the Fall, 2002 and Fall, 2005 semesters. One track was modeled after the existing traditional California community college intermediate algebra course and the other track was a less rigorous intermediate algebra course in which the practice and examination exercises were generally less involved than those found in the traditional course. Students who planned to enroll in College Algebra for Brief Calculus (Math 8) or Trigonometry (Math 124) were encouraged to take the traditional intermediate algebra track. Students who planned to enroll in College Algebra (Math 7), Finite Mathematics (Math 9), Introduction to Statistics (Math 10), or Mathematics for Liberal Arts Students (Math 105) were encouraged to take the less rigorous intermediate algebra track. The success of students in their subsequent mathematics class was observed. Students who pursued the less rigorous intermediate algebra track had success rates in College Algebra (Math 7), Finite Mathematics (Math 9), Introduction to Statistics (Math 10), and Mathematics for Liberal Arts Students (Math 105) comparable to students who completed the traditional intermediate algebra class at Saddleback College. Students enrolled in the two-track intermediate algebra course who participated in the more rigorous track had success rates in College Algebra for Brief Calculus (Math 8) and Trigonometry (Math 124) that were comparable to students who completed the traditional intermediate algebra class at Saddleback College. It was recommended that a separate intermediate algebra course be established at Saddleback College that was modeled on the less rigorous track of the two-track experimental intermediate algebra class. Students who planned to subsequently enroll in College Algebra (Math 7), Finite Mathematics (Math 9), Introduction to Statistics (Math 10), or Mathematics for Liberal Arts Students (Math105) should be encouraged to take this less rigorous intermediate algebra course. (Contains 18 tables.).

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 Research in Collegiate Mathematics Education IV written by Ed Dubinsky and published by American Mathematical Soc.. This book was released on 2000 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: This fourth volume of Research in Collegiate Mathematics Education (RCME IV) reflects the themes of student learning and calculus. Included are overviews of calculus reform in France and in the U.S. and large-scale and small-scale longitudinal comparisons of students enrolled in first-year reform courses and in traditional courses. The work continues with detailed studies relating students' understanding of calculus and associated topics. Direct focus is then placed on instruction and student comprehension of courses other than calculus, namely abstract algebra and number theory. The volume concludes with a study of a concept that overlaps the areas of focus, quantifiers. The book clearly reflects the trend towards a growing community of researchers who systematically gather and distill data regarding collegiate mathematics' teaching and learning. This series is published in cooperation with the Mathematical Association of America.

Download or read book Abstracts of Papers Presented to the American Mathematical Society written by American Mathematical Society and published by . This book was released on 2003 with total page 692 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Student Success in Calculus written by and published by . This book was released on 2014 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The quality of education in science, technology, engineering, and mathematics (STEM) fields is an issue of particular educational and economic importance, and Calculus I is a linchpin course in STEM major tracks. A national study is currently being conducted examining the characteristics of successful programs in college calculus (CSPCC, 2012). In work related to the CSPCC program, this study examines the effects on student outcomes of four different teaching strategies used at a single institution. The four classes were a traditional lecture, a lecture with discussion, a lecture incorporating both discussion and technology, and an inverted model. This dissertation was guided by three questions : (1) What impact do these four instructional approaches have on students' persistence, beliefs about mathematics, and conceptual and procedural achievement in calculus? (2) How do students at the local institution compare to students in the national database? And (3) How do the similarities and differences in opportunities for learning presented in the four classes contribute to the similarities and differences in student outcomes? Quantitative analysis of surveys and exams revealed few statistically significant differences in outcomes, and students in the inverted classroom often had poorer outcomes than those in other classes. Students in the technology-enhanced class scored higher on conceptual items on the final exam than those in other classes. Comparing to the national database, local students had similar switching rates but less expert-like attitudes and beliefs about mathematics than the national average. Qualitative analysis of focus group interviews, classroom observations, and student course evaluations showed that several implementation issues, some the result of pragmatic constraints, others the result of design choice, weakened affordances provided by innovative features and shrunk the differences between classes. There were substantial differences between the inverted classroom in this study and successful implementations in the literature. I identified a set of departures that forms a list of best practices for inverting classrooms. Students in all classes felt that prior calculus experience was a prerequisite for their current calculus class, and that class sessions felt rushed. These concerns implicate the constraints imposed by the curriculum shared by the four classes.

Download or read book The Impact of a Short Term Review Treatment Program on Student Success in a College Algebra Course written by Frances Clementi Hopf and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Which included interactive instruction and practice with a minimum requirement of 3 hours per week for the 4-week treatment period; participants who were randomly assigned to the control group received an alternative assignment based upon their college algebra coursework using the online program, MyLabsPlus (Pearson Education, n.d.a) that accompanied the class textbook, with a comparable weekly time requirement. After the four-week treatment period, the remaining 11 weeks consisted of the normal course of study and concluded with a comprehensive departmental final exam not prepared by the course instructor. No significant differences in achievement on the final exam were found between the two groups. Also, there were no interaction effects and no main effects for gender and performance on the final exam. Number of prior attempts at college algebra similarly had no impact upon final exam. However, student achievement in the researcher's class was observed to be higher than that found in the other college algebra classes in the department (i.e. the researcher's students performed higher on the departmental final exam and had a lower failure rate than the overall departmental failure rate). The fact the researcher's college algebra students had greater success when compared to the other college algebra students would suggest other possibilities for future regard. For example, studies comparing use of alternative instructional strategies and/or grading practices may reveal factors that influence college algebra performance. Investigations comparing alternative placement procedures and/or advising strategies might also contribute findings helpful to promoting student success in college algebra.

Download or read book A Comparison of Academic Performance in College Algebra Between High School Dual Enrolled and Traditional College Students written by Paul Bert Osborn and published by . This book was released on 2002 with total page 410 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.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Research in Education written by and published by . This book was released on 1974 with total page 1290 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 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Instructional Approach and Mathematics Achievement written by Dustin Daniel Files and published by . This book was released on 2016 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the relationship three different instructional models had with students' mathematics achievement. The research factors included group membership (flipped, online, and traditional), student demographics (gender, age, and race/ethnicity), and students' affective domain (attitudes toward mathematics, mathematics self-efficacy with respect to algebra, and locus of control). The study used a quasi-experimental, modified nonrandomized pretest-posttest control group, involving intact classes of 117 students during the fall 2015 semester. The data collection instruments consisted of several different assessments: (a) a four-section questionnaire, (b) a test of prerequisite skills (TPRS), (c) three unit examinations, and (d) an end-of-semester comprehensive final examination. A hierarchical multiple regression strategy was used to analyze the data. Results showed: (a) students in the flipped group scored on average 2.57 and 1.67 units respectively, higher on the final examination, which was the measure of student achievement, than students in the online group and traditional group; (b) student age had a significant and negative effect on student achievement; (c) mathematics self-efficacy had a significant and direct relationship on student achievement; and (d) there were no significant interactions between group membership and the other research factors relative to student achievement. Stepwise regression analysis confirmed the results of the hierarchical multiple regression analysis. The results were consistent with cognitive and social constructivism, and self-efficacy theory. The findings inform the mathematics education community about the effect/influence the flipped classroom model has on student achievement in college algebra. Findings also confirm the pronounced role self-efficacy plays with respect to student achievement. Findings also confirm that gender, race/ethnicity, and students' attitudes toward mathematics make little contribution to explaining the variance in final exam scores.

Download or read book Within the STEM Framework written by Thanh-Thuy Nguyen and published by . This book was released on 2019 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Traditional courses that utilize formal instruction provide a structured learning environment for students, though lacking authentic learning experiences and connections to material that is provided through informal instructional settings. Blended learning methods utilize both formal and informal learning to enhance student learning. Implementing blended learning methods can improve student course performance, development of connections with material, and retention of course concepts. This study investigated the impact of blended learning methods on course performance of students enrolled in college algebra courses and student perspectives on the STEM Resource Center (SRC), an informal learning setting at a private, co-ed, historically Black 4-year research university in the southeast United States. The study found that the informal learning setting (SRC attendance) positively impacted the participants’ course pre to posttest performance. Of participants who attended the SRC, perspective data revealed services contributed to feelings of a better course grade, increase in confidence, and perceptions of effective services from the SRC supporting continued attendance of the SRC. Of the participants who did not visit the SRC, perspective data revealed feelings that SRC attendance would have helped increase course understanding and the desire to visit the SRC in the future. Past tutoring experience influenced participant decisions to visit the SRC.