A Comparative Study of Student Achievement in Remedial Math Courses Through Online and Traditional Delivery Modes at Northwest Mississippi Community College PDF Download
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Author: Keith Deon Reed
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 101
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Book Description
Author: Keith Deon Reed
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 101
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Book Description
Author: Bindu Ranaut
Publisher:
ISBN:
Category : Blended learning
Languages : en
Pages : 115
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Book Description
The study aimed to examine how the delivery format influences the success rate of course completion of students enrolled in online, blended, and F2F courses. It also aimed to determine any difference in the completion rate in online, blended, and on-ground developmental courses in English, math, and reading. A descriptive comparative quantitative research design with a theoretical framework based on Tinto's student persistence theory and Moor's Transactional Distance Theory (TDT) model was used in this study. The study analyzed archived data for the students enrolled in a south Florida community college in the developmental courses between the years 2016- 2020. This study's findings provided mixed results on the relationship between delivery methods and students' final grades in English, math, and reading developmental courses. As the findings indicate, a specific delivery method may be advantageous for students taking a particular course. The mixed results from this study highlighted the importance of consulting students, administrators, and teachers regarding the most appropriate delivery method for each course. Without proper planning, students who enroll in traditional F2F courses may miss out on the benefits of incorporating technologies in their learning process. Similarly, ineffective blended and online learning strategies may result in students' negative educational outcomes, especially in developmental mathematics and reading courses. The findings indicated that some delivery methods might not develop students effectively into functional and contributing members of society. The findings have highlighted the need for using the correct balance of F2F, online, and blended courses to increase students' likelihood of achieving optimal educational outcomes.
Author: Patricia Ramos-Martinez
Publisher:
ISBN:
Category :
Languages : en
Pages : 147
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Book Description
The number of students at community colleges assessed as underprepared for college-level math continues to grow each year. These students are directed into remedial math courses, even though these courses continue to produce low persistence and completion rates. The purpose of this study was to examine and determine whether students assessed as under-prepared for college-level math experienced significant differences in outcomes depending on whether they enrolled in contextualized versus traditional stand-alone remedial math courses. Using a causal-comparative design, the study examined secondary data from a Midwestern community college. The findings of descriptive and inferential analyses found a significant association between contextualized developmental math courses and student outcomes, compared to traditional stand-alone developmental math courses. These results remained consistent when controlling for developmental math placement scores, gender, and race/ethnicity.
Author: Teresa Perez
Publisher:
ISBN:
Category :
Languages : en
Pages : 186
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Book Description
A significant number of high school graduates who apply for higher education are not prepared for a college-level mathematics course. At the start of their college careers, students who are not sufficiently prepared to complete entry-level courses are often encouraged or required to take remedial courses (U.S. Department of Education, 2013). College and universities are trying alternative instructional approaches to improve the teaching of remedial mathematics with the goal of increasing the number of students who have the skills and knowledge required for college-level math course. With the recent growth of the internet, new methods of delivering instruction are now possible thanks to the use of computers, so student will have choices of when, where and how they learn math. The purpose of this study is to compare academic performance of freshmen students attending California State University, Sacramento, (CSUS) who are enrolled in Elementary Algebra with Geometry remedial courses using traditional instructions and web based format (ALEKS). Students' performance based on their gender and ethnicity will be explored as well. This study is based on freshmen enrolled in two Elementary Algebra with Geometry classes, during the fall 2012, 2013, and 2014 semesters. A total of 458 students were enrolled in both classes, 31% were males and 69% were females. In term of students' ethnicity 25% were Asian, 11% African American, 32% Hispanic and 21% Whites. The classes were offered in two different format; traditional instructions and web-based online format. All the students completed the course and took the Intermediate Algebra Diagnostic (IAD) exam. Data was collected by two departments at California State University, Sacramento; The Math Learning Skill and Mathematics and Statistics Department. The three exam scores analyzed in the study were provided by the Learning Skill Assistant Professor and Math Coordinator. The Intermediate Algebra Diagnostic exam scores were provided by the Math Lab Coordinator. The results of this study showed that students in the ALEKS classes outperformed traditional lecture students in the Elementary Algebra with Geometry exam scores. In the Intermediate Algebra Diagnostic test students in traditional lecture outperformed ALEKS students. In terms of the Elementary Algebra with Geometry exam results, the study found that there is a significant gender difference in all semesters and in both classes, with females scoring higher than males. Additionally, females enrolled in ALEKS classes scored higher than females in lecture classes. In the IAD results the study showed that females also outperformed males in both classes. The results revealed that there was not a significant difference between the average test scores based on students' ethnicity. All ethnic groups except African Americans had similar scores in both classes. African American students enrolled in lecture class scored higher than other ALEKS students. In terms of the IAD test, African American scored lower in both classes than Asian, Hispanic and Whites. Regarding class type the traditional lecture sections obtained the high passing rates. Based on the literature review and the results of this research the writer concluded ALEKS has a better impact on students learning. However the difference in lecture courses were slightly lower. More research need to be done to find out which teaching method has better impact on math remediation.
Author: Eduardo J. Calle
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659249518
Category :
Languages : en
Pages : 296
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Book Description
Research finds that mathematics is the subject most often requiring remediation and that it is the most difficult to remediate successfully. Nationally, online enrollment is increasing at a tempo far outpacing traditional enrollment and is expected to continue growing rapidly for some time. Studies find that retention rates are lower in online courses than in traditional learning environments. Assessing learning, some scholars have reported better performance in traditional classrooms, whereas others have found no significant difference in performance between learners online and those in the classroom. This applied dissertation utilized a quantitative casual-comparative approach to compare grades, retention, and exit-test scores between traditional and online remedial arithmetic and prealgebra students grouped by combinations of learning format, ethnicity, age, and gender at a large southeastern community college. A minority of pairwise-comparison analyses discovered variances between groups.
Author: Bista, Krishna
Publisher: IGI Global
ISBN: 1522534520
Category : Education
Languages : en
Pages : 352
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Book Description
Today, millions of students cross geographic, cultural, and educational borders for their higher education. Trends of international student mobility are significant to universities, educators, business leaders, and governments to increase revenue and campus diversity in the global marketplace. As such, it is vital to examine recent trends in global student mobility around the world. International Student Mobility and Opportunities for Growth in the Global Marketplace is a critical scholarly resource that examines recent trends in global student mobility in Australia, Asia, North America, Latin America, Middle East, and Europe where the emerging trends and practices are prominent. Featuring coverage on a broad range of topics such as internationalization, cultural identity, and student mobility, this book is geared towards educators, education administrators, education professionals, academicians, researchers, and students.
Author: Stacey L. Hogan
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 328
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Book Description
Author: Billy Wayne Adams
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 162
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Book Description
The purpose of the study was to compare face-to-face and online developmental mathematics instruction. The study centered on a comparison of online and face-to-face instructional delivery methods, in a mid-level developmental mathematics course. The online format was delivered through Blackboard Developmental Education, the course lecture component was delivered through both synchronous and asynchronous methods. The lab portion for the online course was delivered through MyMathLab software developed by Pearson Education. The face to face lecture component was delivered in a traditional lecture classroom setting and the face-to-face lab component was delivered through the MyMathLab software. The need to accelerate the developmental education sequence and also allow online student to have the ability to enroll in a developmental mathematics course without a face-to-face component was a focus of this study. Many students enrolled in face to face developmental coursework but were enrolled in an online and/or hybrid format for all the additional courses in which they took. Some students were enrolled in only one course, while others took a full course load. The THECB required that if a student was enrolled in credit coursework but were deficient in one or more areas of the TSI, they were required to be concurrently enrolled in a developmental course. With the growing number of students who choose to enroll in online courses, this places an enormous burden upon developmental education programs, to provide a viable alternative to the traditional developmental coursework delivered solely in a face-to-face classroom setting. The study found no significant difference in the comparison of success rates between the face-to-face and the online course delivery formats. The study implies that students must be provided the necessary tools which will allow them to succeed and persist through developmental mathematics and allow them to carry that success into credit bearing mathematics courses.
Author: Gene Loranger
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 55
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Book Description
This researcher conducted a study to compare two methods of teaching for community college students who engaged in a technical mathematics course taught through the use of Web-based instruction and in the traditional classroom setting. This research indicates that there is no significant difference in achievement when comparing the two teaching methods. The study noted that Web-based learning and technology is an excellent tool and should be considered where possible to supplement the traditional classroom learning experience or to use to accommodate those students with schedules that may not allow them to attend traditional classes during a specific time for a specified duration.
Author: Brenda Denise Teal
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 390
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Book Description
The purpose of this study was to compare academic achievement based on the test scores of students receiving two different modes of instruction in developmental mathematics. The scores were compared between students who received computer-assisted instruction (CAI) and students who received a traditional lecture (TL) mode of instruction. The treatment group used CAI with the Educo Learning System software during class lectures, homework assignments and quizzes. The control group used the TL mode of instruction. A comparative analysis was used to determine if one mode of instruction led to higher mathematics scores in a pre-algebra course. The population in this study was students enrolled in developmental mathematics courses at a suburban community college in the mid-Atlantic region. This quasi-experimental study began with a pretest using ACCUPLACER(TM) Online, which determined that both groups were similar in their mathematical knowledge. Student scores in developmental mathematics were assessed using two posttests. Posttest 1 was given after 6 weeks of instruction and posttest 2 was given after 16 weeks of instruction in order to make a comparative analysis between the modes of instruction. Major findings from the study revealed there were no statistically significant differences between the mathematics scores of students taught with computer-assisted instruction and students taught with the traditional lecture mode of instruction. Based on an analysis of the findings, the t-test revealed a statistically significant difference in the students' computational skills scores based on the mode of instruction. Students receiving the traditional lecture mode of instruction had higher scores over students receiving the computer-assisted mode of instruction in developmental mathematics. One unanticipated finding from the study revealed that students who received the computer-assisted mode of instruction in the pre-algebra course had higher retention rates than students who received the traditional lecture mode of instruction. -- Abstract.
