The Impact of Using Adaptive Learning in a Remedial Mathematics Course at an Urban University PDF Download
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Author: Aminata E. Bamba Adewumi
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 198
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Book Description
Author: Aminata E. Bamba Adewumi
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 198
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Book Description
Author: Patricia Pamela Holt
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 145
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Book Description
"For many decades students enrolling in college have been challenged by general education admissions requirements. One of the most challenging is attaining high enough placement scores in math, reading and writing. Of these three testing areas, math has been the most difficult to place into college level courses. Students who do not test high enough on placement exams are then enrolled into remedial education courses. A significant number of students in remedial education courses never matriculate to post-secondary courses and either drop out or don't start their college education. Within higher education, two-year colleges have seen the greatest number of students failing out of college for this reason. This national issue has provoked many studies, however there has not been any significant method or tool validated to mitigate this problem. Adaptive learning technology has been making some strides in improving failure rates in math, however there has been little research to determine if this technology impacts students at two-year colleges where a great percent of students are nontraditional learners. The goal of this study was to determine if adaptive learning technology impacted math learning outcomes for nontraditional students. This study compared the means of the student groups enrolled into traditionally taught course sections versus those sections taught with adaptive learning technology. Independent samples t-tests were used to compare student outcomes in the same math courses when adaptive technology was used as compared to traditional instruction. This analysis showed little difference between the groups. While the researcher attempted to add qualitative information to the study, the students and faculty did not respond to several attempts to share their perspective"--Author's abstract.
Author: Cecile Mary Foshee
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 148
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Book Description
Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are entering college ill prepared for the rigors of higher education, lacking understanding of basic and important principles (ACT, 2012). The desire to increase academic achievement is a wide held aspiration in education and the idea of adapting instruction to individuals is one approach to accomplish this goal (Lalley & Gentile, 2009a). Frequently, adaptive learning environments rely on a mastery learning approach, it is thought that when students are afforded the opportunity to master the material, deeper and more meaningful learning is likely to occur. Researchers generally agree that the learning environment, the teaching approach, and the students' attributes are all important to understanding the conditions that promote academic achievement (Bandura, 1977; Bloom, 1968; Guskey, 2010; Cassen, Feinstein & Graham, 2008; Changeiywo, Wambugu & Wachanga, 2011; Lee, 2012; Schunk, 1991; Van Dinther, Dochy & Segers, 2011). The present study investigated the role of college students' affective attributes and skills, such as academic competence and academic resilience, in an adaptive mastery-based learning environment on their academic performance, while enrolled in a remedial mathematics course. The results showed that the combined influence of students' affective attributes and academic resilience had a statistically significant effect on students' academic performance. Further, the mastery-based learning environment also had a significant effect on their academic competence and academic performance.
Author: Kimberly Crowley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 165
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Book Description
Author: Heather Stefanish Gallacher
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 188
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Author: Burak Yilmaz
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 122
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Book Description
The intent of this study is to investigate the effects of a particular adaptive math learning program (ALEKS) on math achievement and its impact on closing the achievement gap in math performance of middle school students. The study is conducted in two small urban school districts in a southern city. The study is a quasi-experimental research design with a sample size of 1110 students in grades fifth through ninth forming a control group and a treatment group of equal sizes. The data is compiled from the 2014-2015 school year (archived data) and has been analyzed using analysis of covariance (ANCOVA) to compare mean scores of the two groups from a norm-referenced test and regression analysis to understand various categorical variables affecting math achievement on ALEKS.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1272
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Book Description
Author: Jungwoo Ryoo
Publisher: Springer Nature
ISBN: 303058948X
Category : Social Science
Languages : en
Pages : 148
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Book Description
As explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. In 2018, Drs. Ryoo and Winkelmann explored the opportunities, challenges, and future research initiatives of innovative learning environments (ILEs) in higher education STEM disciplines in their pioneering project: eXploring the Future of Innovative Learning Environments (X-FILEs). Workshop participants evaluated four main ILE categories: personalized and adaptive learning, multimodal learning formats, cross/extended reality (XR), and artificial intelligence (AI) and machine learning (ML). This open access book gathers the perspectives expressed during the X-FILEs workshop and its follow-up activities. It is designed to help inform education policy makers, researchers, developers, and practitioners about the adoption and implementation of ILEs in higher education.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1446
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Book Description
Author: Claire Stuve
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 91
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Book Description
Low levels of student success in introductory college math courses are rampant. There are several reasons for low pass rates in these courses, with the most serious issue being lack of concept mastery. To aid students in concept mastery, adaptive learning systems were created. These systems adapt instruction for each student and create an individualized learning path, opening new content areas only after the student masters the current content area. However, research on adaptive learning systems is very limited, as these systems are somewhat new, and the research is lacking especially in mathematics courses where the systems are needed most. The purpose of this study was to examine students' self-reported satisfaction about the use of the adaptive learning system. Additionally, final grades of students who used the system were compared to the final grades of students who did not use the system. The results revealed that student satisfaction with mathematics in general did not affect their perceptions about the adaptive learning system and its benefits to their learning. However, overall student satisfaction with the system was low and they did not consider the system beneficial. Nonetheless, students who used the system had higher final grades than students who did not use the system. Therefore, it would benefit students to improve the system based on their suggestions and continue its use in introductory math courses.
