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Computer Mediated Instruction and Ma...

Dorfman, Steven R.

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Computer Mediated Instruction and Mastery Learning in Developmental Mathematics.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Computer Mediated Instruction and Mastery Learning in Developmental Mathematics./
作者:	Dorfman, Steven R.
面頁冊數:	125 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
標題:	Education, Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3642180
ISBN:	9781321288445

Computer Mediated Instruction and Mastery Learning in Developmental Mathematics.
Dorfman, Steven R.

Computer Mediated Instruction and Mastery Learning in Developmental Mathematics. - 125 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2014.

This item must not be sold to any third party vendors.

Developmental education is a reality in postsecondary education today and in the foreseeable future. Many students who enter colleges and universities today are in need of developmental education as evidenced by the fact that 89.6% of the public and 60% of the private colleges and universities offered some form of developmental education (U.S. Department of Educations, 2013a). The success rate for developmental mathematics students is below the 50% level (Noel-Levitz, 2006). If the success rate in developmental mathematics is to increase, new approaches must be implemented. The introduction of computers and support systems in education has opened the door to innovative approaches. The purpose of this study was to determine if a combination of mastery learning pedagogy and computer-mediated instruction results in improved success rates in developmental mathematics at a large multi-campus university. It was determined that the use of computer-mediated instruction in combination with mastery learning pedagogy significantly improved student success in developmental mathematics at a large multi-campus university. Withdrawal rates were also significantly reduced from approximately 21% to 9%. There were three different delivery methods. In the hybrid approach, classes met in one 4-hour block once a week for 8 weeks. The compressed approach consisted of two 4-hour blocks a week for 8 weeks while the standard approach consisted of 4 hours a week for 16 weeks. It was determined that the compressed approach resulted in the highest level of student success as determined by final course grades.

ISBN: 9781321288445Subjects--Topical Terms:

1669073
Education, Instructional Design.

Computer Mediated Instruction and Mastery Learning in Developmental Mathematics.
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520 $a Developmental education is a reality in postsecondary education today and in the foreseeable future. Many students who enter colleges and universities today are in need of developmental education as evidenced by the fact that 89.6% of the public and 60% of the private colleges and universities offered some form of developmental education (U.S. Department of Educations, 2013a). The success rate for developmental mathematics students is below the 50% level (Noel-Levitz, 2006). If the success rate in developmental mathematics is to increase, new approaches must be implemented. The introduction of computers and support systems in education has opened the door to innovative approaches. The purpose of this study was to determine if a combination of mastery learning pedagogy and computer-mediated instruction results in improved success rates in developmental mathematics at a large multi-campus university. It was determined that the use of computer-mediated instruction in combination with mastery learning pedagogy significantly improved student success in developmental mathematics at a large multi-campus university. Withdrawal rates were also significantly reduced from approximately 21% to 9%. There were three different delivery methods. In the hybrid approach, classes met in one 4-hour block once a week for 8 weeks. The compressed approach consisted of two 4-hour blocks a week for 8 weeks while the standard approach consisted of 4 hours a week for 16 weeks. It was determined that the compressed approach resulted in the highest level of student success as determined by final course grades.
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