Download or read book Differential Effects of Two Instructional Technologies on the Algebra Achievement of Community College Developmental Mathematics Students written by Dennis S. Horan and published by . This book was released on 1983 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 2019-12-18 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 The Differential Effects of Mathematics Instruction on the Achievement of Students of Varying Performance Levels written by Jane S. Jung and published by . This book was released on 1997 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Learning styles Information on the Achievement of Community College Developmental Math Students written by Kevin A. Hoeffner and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Four out of five Americans will require some postsecondary education. Therefore, a majority of population will return to a community college for retraining and personal growth (McCabe, 2003). Since the turn of this century, many studies have been conducted to examine the success and challenges of the relatively new community college system. One of the most significant challenges is the large percentage of the U.S. population requiring remedial coursework. Fifty-five percent of students entering Florida's postsecondary system require remediation. Of this large remedial population, only 51% will complete their preparatory classes. Students who do complete classes take an average of two years to finish preparatory classes and move on to college-level work. It is hypothesized that learning styles information will empower students with knowledge about their study habits and positively effect academic achievement. This research first examined the quantitative effect that learning styles information had on student achievement. The second qualitative phase of the study examined students' perceptions of learning styles information. Three Introductory Algebra (MAT 0024) courses at a large suburban community college were intensively studied during one spring semester. Due to the size of the study (N=69), results obtained in the quantitative portion were not significant enough to accept the hypotheses. Responses in focus groups showed that students generally felt that learning styles information was useful and half the class used the information to modify how they studied. Half of the students in the control group modified their study habits in response to knowing more about their learning style. Although the qualitative data was supportive of the usefulness of learning styles information in the classroom the quantitative data did not support the hypotheses that learning styles information improves achievement.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Computerized algebra Program on Mathematics Achievement of College and University Freshmen Enrolled in a Developmental Mathematics Course written by Judy M. Taylor and published by . This book was released on 2006 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overall findings of this research suggested that ALEKS Intermediate Algebra students performed as well as the Control group taking a class in Intermediate Algebra taught by lecture. The anxiety of the Experimental group decreased more than the Control group, and the Experimental group's attitude toward mathematics increased at a greater rate than did the Control group.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1997 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book Student Success written by and published by . This book was released on 2005 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of incorporating computerized instruction into developmental mathematics courses. The study examined achievement, retention, persistence, and success of students who began in Elementary Algebra, progressed into Intermediate Algebra and subsequently obtained their goal of completing an initial college-level mathematics course. The college-level courses consist of College Algebra, Introductory Statistics, or Contemporary Mathematics. Two groups of elementary algebra students from Chattanooga State Technical Community College were used in this study. One group was taught using a lecture based approach and one group was taught using a computerized instructional approach. The lecture group consisted of 175 students where the computer group consisted of 208 students. Achievement was studied using elementary algebra final exam grades and overall course grades from students who were enrolled in elementary algebra during the fall 2002 semester. Retention was studied using students who began in the fall 2002 semester in elementary algebra, tracking them, to see if they enrolled in a mathematics course during the spring 2003 semester. Persistence was studied using students who began elementary algebra in the fall 2002 semester, enrolled in a mathematics course during the spring 2003 semester and persisted with their mathematics by registering for a mathematics course in the summer 2003 semester or the fall 2003 semester. Student success was studied using students who began in the elementary algebra course in the fall 2002 semester and successfully completed a college mathematics course by the fall 2003 semester. Success was determined by the number of students who made a letter grade of an A, B or C in any college level mathematics course. When examining achievement, retention, persistence and success, the only area in this study that showed a significant difference was among the achievement rates. The lecture students' achievement rates were significantly higher than the students who received computerized instruction. Retention, persistence and success did not show any significant difference between the two groups.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Higher Education Handbook of Theory and Research written by Michael B. Paulsen and published by Springer. This book was released on 2014-07-08 with total page 605 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
Download or read book The Effects of a Varied Method of Instruction on Student Achievement Transfer Situational Interest and Course Retention Rates in Community College Developmental Mathematics written by Kevin L. McCandless and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quasi-experimental study was to compare the effects of a varied method of instruction on student achievement, knowledge transfer, situational interest, and course retention rates, relative to a non-varied method of instruction, in community college developmental mathematics. The varied method of instruction consisted of active learning teaching practices with foundations in social constructivism, whereas the non-varied method of instruction was founded in Cognitive Load Theory and consisted primarily of explicit instruction and individual practice. An initial sample of 139 students who enrolled in six sections of Beginning Algebra at an urban community college in Northern California participated in the study. Given the quasi-experimental nature of the study, considerable effort was taken to control for school, teacher, student, and curriculum implementation variables. As such, the six sections were divided equally among three instructors, with each instructor teaching one varied class and one non-varied class. Additionally, students were assessed on the following entry characteristics: preferences for working in groups, personal interest in mathematics, reasoning ability, verbal ability, and prior mathematics knowledge. The dependent variables were conceptual understanding, procedural application near transfer, far transfer, situational interest, and course retention rates. Conceptual understanding and procedural application were assessed three times throughout the study, whereas the remaining variables were measured after eight weeks of instruction. No statistically significant differences in conceptual understanding, procedural application, near transfer, far transfer, or course retention rates were obtained between the varied and non-varied classes while controlling for individual differences. There was a statistically significant difference of medium effect in situational interest; the students in the varied classes enjoyed their classes to a lesser extent than students in the non-varied classes. Overall, both methods of instruction were equally ineffective in teaching basic algebraic concepts and procedures. Therefore, it appears that manipulating methods of instruction is not an adequate solution to the high failure rates in developmental mathematics. Instead, developmental mathematics education may better benefit from other reforms, such as learning communities, contextualized curricula, and mandatory support services. Future studies may be conducted to investigate the effects of these reforms, both in isolation and in combination.
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 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 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 Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 1014 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Two Technologies on College Algebra Students Understanding of the Concept of Function written by Gregory Harrell and published by Dissertation Discovery Company. This book was released on 2018-12-06 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "The effect of two technologies on College Algebra students' understanding of the concept of function" by Gregory Kent Harrell, was obtained from University of Florida and is being sold with permission from the author. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000 with total page 1122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
