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Academic and affective outcomes of c...

Kohler, Eric M.

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Academic and affective outcomes of computer-based instruction on developmental math students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Academic and affective outcomes of computer-based instruction on developmental math students./
Author:	Kohler, Eric M.
Description:	155 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700076
ISBN:	9781321699272

Academic and affective outcomes of computer-based instruction on developmental math students.
Kohler, Eric M.

Academic and affective outcomes of computer-based instruction on developmental math students. - 155 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ed.D.)--Liberty University, 2015.

A study aligning the positive aspects of technological-based learning with the high-risk population of developmental math students was conducted to ascertain the academic and affective outcomes of an "emporium model" of instruction on students with a case history of mathematical failure. By running parallel course sections in both emporium (treatment) and lecture-based (control) formats at two comparable universities, the quasi-experimental research design examined the effects of instructional delivery on students' academic completion rates, pass rates, and retention rates. Affective responses, namely mathematics anxiety levels and locus of control, were also studied using pre-post survey data to identify students' within-group emotionality differences during the semester. Statistically, chi-squared analyses showed that emporium-model students completed and passed their courses at significantly lower rates than lecture-based control students. Likewise, a repeated-measures ANOVA indicated that teacher-led, lecture students reported a significant decrease in anxiety levels throughout the semester that was not evident among emporium-model students. No significant differences were found between the groups' student retention rates and pre-post locus of control measures. The results reflect a disconnect between emporium-model pedagogies and developmental student aptitudes and attitudes. Developmental math programs should not underestimate the imperative role of a quality classroom teacher. Developmental programs must also use intensive academic and affective diagnostics to place students into the appropriate courses, taught by appropriately-matched models of instruction. Suggestions for further research are also included.

ISBN: 9781321699272Subjects--Topical Terms:

641129
Mathematics education.

Academic and affective outcomes of computer-based instruction on developmental math students.
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245 1 0 $a Academic and affective outcomes of computer-based instruction on developmental math students.
300 $a 155 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Gary W. Kuhne.
502 $a Thesis (Ed.D.)--Liberty University, 2015.
520 $a A study aligning the positive aspects of technological-based learning with the high-risk population of developmental math students was conducted to ascertain the academic and affective outcomes of an "emporium model" of instruction on students with a case history of mathematical failure. By running parallel course sections in both emporium (treatment) and lecture-based (control) formats at two comparable universities, the quasi-experimental research design examined the effects of instructional delivery on students' academic completion rates, pass rates, and retention rates. Affective responses, namely mathematics anxiety levels and locus of control, were also studied using pre-post survey data to identify students' within-group emotionality differences during the semester. Statistically, chi-squared analyses showed that emporium-model students completed and passed their courses at significantly lower rates than lecture-based control students. Likewise, a repeated-measures ANOVA indicated that teacher-led, lecture students reported a significant decrease in anxiety levels throughout the semester that was not evident among emporium-model students. No significant differences were found between the groups' student retention rates and pre-post locus of control measures. The results reflect a disconnect between emporium-model pedagogies and developmental student aptitudes and attitudes. Developmental math programs should not underestimate the imperative role of a quality classroom teacher. Developmental programs must also use intensive academic and affective diagnostics to place students into the appropriate courses, taught by appropriately-matched models of instruction. Suggestions for further research are also included.
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