Download or read book The Effect of a Computer Multimedia Interactive Mathematics Program on the Mathematics Achievement of Developmental Mathematics College Students written by Douglas Edwin Bump and published by . This book was released on 2004 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Journal of Developmental Education written by and published by . This book was released on 2010 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of a Developmental Mathematics Program on the Academic Achievement of Underprepared College Students written by Gordon L. Boggs and published by . This book was released on 1997 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mobile Learning and STEM written by Helen Crompton and published by Routledge. This book was released on 2015-12-07 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, there has been a renewed focus on STEM education in the United States, fueled by evidence that young learners’ competencies in science, technology, engineering, and mathematics are falling behind those of their global peers. Scholars and practitioners are beginning to utilize the new pedagogical opportunities offered by mobile learning to improve the successes of teachers and K-12 students across STEM subjects. Mobile Learning and STEM: Case Studies in Practice is a comprehensive collection of case studies that explore mobile learning’s support of STEM subjects and that utilize mobile technology to facilitate unique and effective K-12 teaching and learning experiences. In addition to its focus on STEM achievement for researchers, this volume is a resource for teachers working to implement mobile learning initiatives into their classrooms. Mobile Learning and STEM also includes research that is applicable to classrooms in nations around the world, where few students from underrepresented racial and socioeconomic backgrounds are entering into STEM jobs. Concluding with a summary of its research and its implications to future scholarship and practice, this book is a springboard for practitioners, specialists, higher education instructors, and researchers who want to establish better practices in schools and raise student achievement in STEM subjects.

Download or read book Information And Communication Technology In Education Interactive Multi Media Instructional Strategies For Teaching Learning Process written by Anjali Khirwadkar and published by Sarup & Sons. This book was released on 2005 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Computer assisted Intervention Programs on Mathematics Achievement of High School Students in a Virtual School written by Brandi Rachelle Robinson and published by . This book was released on 2020 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: The United States ranks in the middle of the nations participating in the Programme for International Student Assessment, and secondary education has not seen growth in mathematics achievement since the 1970s. Computer-assisted math education offers a new opportunity to increase mathematical achievement with students. Pearson Education’s MyMathLab has shown promise at the higher education level with enhancing student proficiency in concepts. The purpose of this study was to determine if the use of Math XL, the secondary counterpart to MyMathLab, could increase mathematics achievement, measured by the performance on the end-of-course test for Algebra I and Geometry for high school students in a computer-assisted math intervention program. The quasi-experimental posttest-only study enhanced the current knowledge of MyMathLab/Math XL as a tool for higher education and demonstrated the effects of using it at the secondary level. The sample was taken from high school Algebra I and Geometry students at an online high school in a southern state. A comparison group was created from students meeting the same criteria for the computer-assisted math intervention program who chose not to participate. An analysis of variance was used to test for statistically significant differences in the end-of-course test scores in those students enrolled in a computer-assisted math intervention program and those students not enrolled in a computer-assisted math intervention program. The analysis found no significant difference in the mean between the group enrolled in computer-assisted intervention and those not enrolled.

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 Encyclopedia of Mathematics Education written by Louise Grinstein and published by Routledge. This book was released on 2001-03-15 with total page 912 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.

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 Source Book of Projects written by and published by . This book was released on 1981 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Journal for Research in Mathematics Education written by and published by . This book was released on 1993 with total page 520 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of a Computer supported Curriculum on Student Beliefs about Mathematics and Mathematics Achievement written by John W. Brown and published by . This book was released on 1995 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of a Math Emporium Course Redesign in Developmental and Introductory Mathematics Courses on Student Achievement and Students Attitudes Toward Mathematics at a Two year College written by Amy Renée Bishop and published by . This book was released on 2010 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the relationship between attitudes and achievement. The sample consisted of 112 students, and the study was conducted during the Spring 2010 semester at a community college in south Mississippi. The participants were enrolled in one of six classes taught by the researcher. The control group consisted of three classes (one Intermediate and two College Algebra sections) taught using traditional lecture instruction. The treatment group was comprised of three classes (one Beginning, one Intermediate, and one College Algebra section) that were taught using computer-based instruction via the interactive online software MathXL. Both the control and treatment groups were taught the same objectives and received instruction two days a week for 75 minutes per day. Mathematics achievement was measured by a comprehensive final exam that served as a pre-test and post-test. Achievement data were collected prior to any treatment and at the end of the study. Students' attitudes toward mathematics were measured both pre-survey and post-survey using the Attitudes Toward Mathematics Inventory (ATMI). Analyses of Covariance ANCOVA were used to determine whether there were significant differences in attitudes in the control and treatment groups and significant differences in achievement in the control and treatment groups, while controlling for pre-ATMI survey and pre-test scores. A correlation was used to determine whether there was a significant relationship between student achievement in mathematics and students' attitudes toward mathematics. Results of the statistical analysis on pre- and post-ATMI surveys indicated a statistically significant difference in students' attitudes toward mathematics between the control and treatment groups. Students in the traditional lecture group had significantly higher attitudes than students in the computer-based classes. ANCOVA results of the pre- and post-tests showed no significant difference in achievement between the control and treatment groups. Results of the correlation showed a significant relationship between attitude and achievement in the traditional lecture control group.

Download or read book Program Evaluation of Developmental Math Instruction at the Community College Level written by John Martin McHugh and published by . This book was released on 2011 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This program evaluation case study examined the academic effectiveness of a developmental math program in a North Carolina community college (p. 5). Developmental or remedial college mathematics as used here includes courses for college students who were not ready for college-level math (p. 1). The CIPP evaluation model (context, input, process, product (p. 44): cf. Fitzpatrick, Sanders, and Worthen 2004, Program Evaluation: Alternative Approaches and Guidelines, 3rd ed.) was used as the framework for this program evaluation. (1) The research questions used to guide the research were (i) what are the conditions which make a developmental mathematics program at the college level necessary? (ii) what other attempts have been made to solve the problem? (iii) how does the implementation of the developmental program at this college align with recommendations for appropriate instruction of developmental math students? (iv) how is the developmental math program at the college being implemented? and (v) how effective is the developmental math program at the college? (2) Data collection consisted of qualitative and quantitative methods including interviews, surveys, a pretest and posttest of math achievement, and documentation review. The information from the surveys and documentation review was coded and then entered into an Excel spreadsheet and analyzed for frequency of occurrence by code. Interviews were recorded, transcribed, then coded. These data, along with the data from pretests and posttests, were then entered into SPSS software for analysis, and t-tests and analysis of variance (ANOVA) tests were conducted. (3) The research questions were answered as follows: (i) Without the help of developmental courses, many admitted students would not succeed at the college level (p. 110). (ii) The history of the developmental and remedial program at the college under study is sketched (p. 111). (iii) The researcher recommended that professional development be added for those working with underprepared students (p. 113). (iv) The majority of the current developmental math students (69%) and former developmental students (59%) who completed the surveys indicated they felt they had been placed correctly based on their placement scores (p. 114). Recommendations are made for revising the developmental math placement test rules. (v) According to the data collected and analyzed, the program is improving the arithmetic test scores of students (p. 117), and appears to be doing what it was designed to do.

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: