A Study of Student Perceptions on Adaptive Learning Systems in College Algebra and Their Effect on Learning Outcomes PDF Download
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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.
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.
Author: John N. Moye Ph.D.
Publisher: Emerald Group Publishing
ISBN: 1801171157
Category : Education
Languages : en
Pages : 154
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Book Description
The Psychophysics of Learning presents a learning system design approach that is formulated by the strategies and techniques the brain uses to process external information and make sense of that information to the learning ecology of all learners.
Author: Robert Walter Jaster
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 472
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Book Description
In an inverted college algebra classroom, students viewed videos and took notes outside class and solved problems in class. There were three topics related to the inverted classroom that were of primary concern in this research. One topic was student perceptions, and student perceptions were examined of (a) the inverted classroom as an instructional approach, and (b) the individual elements of an inverted classroom: video viewing, note taking, and problem solving. This research also explored the relationship between perceived learning contributions of elements of an inverted classroom and grade outcomes, and the relationship between levels of engagement with elements of an inverted classroom and grade outcomes. Most students indicated a preference for a lecture-based class over the inverted college algebra classroom. Student perceptions of video viewing were both positive and negative, whereas overall students held positive perceptions in regard to problem solving and note taking. Multiple regression analysis indicated that perceived learning contributions of video viewing and note taking were associated with grade outcome. Multiple regression analysis also indicated that level of engagement with video viewing had the greatest influence on grade outcome (in comparison to level of engagement with either note taking or problem solving) for approximately 20% of the students in the sample. For approximately 75% of the students in the sample, level of engagement with note taking had the greatest influence on their grade, followed by level of engagement with problem solving, and then level of engagement with video viewing. Recommendations were made for future research, teaching practice, and preparation of an inverted classroom for college algebra. Recommendations include investigating the effectiveness of the inverted college algebra classroom, placing a greater emphasis on note taking, and producing videos no longer than 20 to 30 minutes in length.
Author: Anthony G. Picciano
Publisher: Routledge
ISBN: 1000451461
Category : Education
Languages : en
Pages : 354
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Book Description
Blended Learning: Research Perspectives, Volume 3 offers new insights into the state of blended learning, an instructional modality that combines face-to-face and digitally mediated experiences. Education has recently seen remarkable advances in instructional technologies such as adaptive and personalized instruction, virtual learning environments, gaming, analytics, and big data software. This book examines how these and other evolving tools are fueling advances in our schools, colleges, and universities. Original scholarship from education’s top thinkers will prepare researchers and learning designers to tackle major issues relating to learning effectiveness, diversity, economies of scale, and beyond.
Author: Thanh-Thuy Nguyen
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 266
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Book Description
Traditional courses that utilize formal instruction provide a structured learning environment for students, though lacking authentic learning experiences and connections to material that is provided through informal instructional settings. Blended learning methods utilize both formal and informal learning to enhance student learning. Implementing blended learning methods can improve student course performance, development of connections with material, and retention of course concepts. This study investigated the impact of blended learning methods on course performance of students enrolled in college algebra courses and student perspectives on the STEM Resource Center (SRC), an informal learning setting at a private, co-ed, historically Black 4-year research university in the southeast United States. The study found that the informal learning setting (SRC attendance) positively impacted the participants’ course pre to posttest performance. Of participants who attended the SRC, perspective data revealed services contributed to feelings of a better course grade, increase in confidence, and perceptions of effective services from the SRC supporting continued attendance of the SRC. Of the participants who did not visit the SRC, perspective data revealed feelings that SRC attendance would have helped increase course understanding and the desire to visit the SRC in the future. Past tutoring experience influenced participant decisions to visit the SRC.
Author: Katrien Verbert
Publisher: Springer
ISBN: 3319451537
Category : Education
Languages : en
Pages : 700
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Book Description
This book constitutes the proceedings of the 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, held in Lyon, France, in September 2016. The 26 full papers, 23 short papers, 8 demo papers, and 33 poster papers presented in this volume were carefully reviewed and selected from 148 submissions.
Author: Mengcheng Wang
Publisher: Frontiers Media SA
ISBN: 2889745635
Category : Science
Languages : en
Pages : 341
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 436
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Book Description
Author: Elaina M. Khasawneh
Publisher:
ISBN: 9781369139259
Category : Algebra
Languages : en
Pages : 159
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Book Description
The main aim of this study is to examine the effect of teaching based on inquiry- based learning (IBL) versus traditional learning (TL) on critical thinking skills and math achievement score of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution (PBI). The study was a quasi experiment with pre-test and post-test. The sample was 41 students were chosen by a convenience sample. Quantitative analyses were used to determine the effect of the instructional pedagogy on overall critical thinking skills scores, the five critical thinking sub-scales (analysis, inference, evaluation, inductive and deductive reasoning) and the effect of the instructional pedagogy on math academic achievement, while qualitative data was used to provide insight into the students' perception of the instructional pedagogy. Analysis of covariance (ANCOVA) was used to analyze data. The findings showed that there was not a statistically significant difference in mean critical thinking post-test scores between the IBL and the TL groups when controlling for critical thinking pre-test as assessed by the California Critical Thinking Skills Test (CCTST). Additionally, there was no statistically significant difference between the IBL and the TL groups in the five sub-scales of critical thinking between the IBL and the TL groups when controlling for critical thinking pre-test for each sub-scale. However, there was a significant different in mean math achievement post-test scores between the IBL and the TL group when controlling for college algebra readiness pre-test. Furthermore, A Likert scale consist of 7 items was used to measure student's perspective towards the effectiveness of the instructional pedagogy. An independent t-test revealed that there was no statistically significant difference in student's perspective between the IBL group and TL groups. However, students in the IBL group believed that the IBL instructional pedagogy improved their confidence in their ability to do math, their knowledge in approaching a problem, their communication skills and their ability to ask inquiry questions.
