The Effects on Student Achievement and Attitudes of Incorporating a Computer Algebra System Into a Remedial College Mathematics Course PDF Download
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Author: Beth Greene Costner
Publisher:
ISBN:
Category :
Languages : en
Pages : 348
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Book Description
Abstract: The current study examined the effects of using a computer algebra system (CAS) and graphing utility on the achievement and attitudes of students in remedial college mathematics. The participants were enrolled in night sections of a basic algebra course and were identified for remedial work by a placement examination. Students came from various mathematical backgrounds, but all had experienced a cycle of mathematical failure that needed to be broken.
Author: Beth Greene Costner
Publisher:
ISBN:
Category :
Languages : en
Pages : 348
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Book Description
Abstract: The current study examined the effects of using a computer algebra system (CAS) and graphing utility on the achievement and attitudes of students in remedial college mathematics. The participants were enrolled in night sections of a basic algebra course and were identified for remedial work by a placement examination. Students came from various mathematical backgrounds, but all had experienced a cycle of mathematical failure that needed to be broken.
Author: Judy M. Taylor
Publisher:
ISBN: 9781109850017
Category :
Languages : en
Pages : 236
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Book Description
The overall findings of this research suggested that ALEKS Intermediate Algebra students performed as well as the Control group taking a class in Intermediate Algebra taught by lecture. The anxiety of the Experimental group decreased more than the Control group, and the Experimental group's attitude toward mathematics increased at a greater rate than did the Control group.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 506
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Book Description
Author: Daniel Yee Dat Sun
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 194
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 312
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Book Description
Author: Marthea Bernadette Carter
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 338
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Book Description
Remedial mathematics courses are often taught at post-secondary institutions in response to the substantial number of students entering college who lack the skills and motivation necessary to be successful in college level mathematics courses. Much of the research on remedial mathematics instruction shows that it has been only moderately successful in improving the students' achievement in mathematics or their attitudes towards mathematics (Adelman, 1995; Burley, 1994; Wieschenberg, 1994). The purpose of this study was to compare the effectiveness of web-based computer-assisted instruction (CAI) and traditional lecture-based instruction in a college remedial mathematics course. The remedial mathematics course was taught to two groups of college students, which included a treatment group that received CAI, and a control group that received traditional lecture instruction without the use of computers. The ALEKS (Assessment and Learning in Knowledge Spaces) web-based software program, was used in conjunction with lecture-based instruction for the treatment group. Mathematics achievement and student attitudes towards mathematics were assessed by means of pre- and post-tests administered at the beginning of the semester and again at the end of the semester. Student withdrawal rates and passing rates for the course were also compared for the two groups. The statistical analysis of the data compiled in this study included the use of paired and independent group t-tests, analysis of covariance, and z-tests. The paired t-test results showed that there were statistically significant achievement gains within the treatment and control groups as a result of the instruction that each group received. However the independent t-tests and the Analysis of Covariance (ANCOVA) revealed that there was no statistically significant difference in achievement gains between the two groups when the study ended. The paired t-test results on the attitude assessment showed no statistically significant difference within each group after the study was completed. In addition, the independent t-tests and the ANCOVA results showed no significant change in attitudes between the two groups when the experiment had been completed. The z-test analyses also showed no significant difference in the withdrawal or passing rates between the treatment and control groups.
Author: Amy Renée Bishop
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 180
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Book Description
The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the relationship between attitudes and achievement. The sample consisted of 112 students, and the study was conducted during the Spring 2010 semester at a community college in south Mississippi. The participants were enrolled in one of six classes taught by the researcher. The control group consisted of three classes (one Intermediate and two College Algebra sections) taught using traditional lecture instruction. The treatment group was comprised of three classes (one Beginning, one Intermediate, and one College Algebra section) that were taught using computer-based instruction via the interactive online software MathXL. Both the control and treatment groups were taught the same objectives and received instruction two days a week for 75 minutes per day. Mathematics achievement was measured by a comprehensive final exam that served as a pre-test and post-test. Achievement data were collected prior to any treatment and at the end of the study. Students' attitudes toward mathematics were measured both pre-survey and post-survey using the Attitudes Toward Mathematics Inventory (ATMI). Analyses of Covariance ANCOVA were used to determine whether there were significant differences in attitudes in the control and treatment groups and significant differences in achievement in the control and treatment groups, while controlling for pre-ATMI survey and pre-test scores. A correlation was used to determine whether there was a significant relationship between student achievement in mathematics and students' attitudes toward mathematics. Results of the statistical analysis on pre- and post-ATMI surveys indicated a statistically significant difference in students' attitudes toward mathematics between the control and treatment groups. Students in the traditional lecture group had significantly higher attitudes than students in the computer-based classes. ANCOVA results of the pre- and post-tests showed no significant difference in achievement between the control and treatment groups. Results of the correlation showed a significant relationship between attitude and achievement in the traditional lecture control group.
Author: Juan Melin-Conejeros
Publisher:
ISBN:
Category : Calculus
Languages : en
Pages : 266
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Book Description
Author: Leonard Louis Raj
Publisher:
ISBN:
Category :
Languages : en
Pages : 442
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Book Description
This study investigated the integration of Derive, a computer algebra system, into an existing Foundation Year Engineering mathematics programme. The subjects of the study were 186 students at the Papua New Guinea University of Technology in Lae. The computer algebra system was used as a pedagogical tool, primarily in the role of reinforcing the learning taking place. The study set out to determine the effect that Derive had in aiding students to improve their achievement in mathematics, as well as their attitudes towards mathematics.
