Student Performance and Acceptance of Instructional Technology: Comparing Technology‐Enhanced and Traditional Instruction for a Course in Statics

Rutz, Eugene; Eckart, R.; Wade, James E.; Maltbie, Catherine; Rafter, Catherine; Elkins, Virginia

doi:10.1002/j.2168-9830.2003.tb00751.x

Cited by 44 publications

(38 citation statements)

References 3 publications

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“…However, these studies are contradicted by the findings of others that support the conclusion that the use of technology improves student achievement in introductory-level college mathematics courses and that these increases in achievement are statistically significant. [8,[10][11][12] Zerr's [8] work in a calculus I course shows that students were not only comfortable with the software used but indicated in a survey that the time spent on the software was more useful than if they had used traditional paper and pencil homework because of the feedback they obtained. Zerr's work explores students' opinions about an online homework system implemented in a calculus I course as well as examines the online homework's effect on student achievement.…”

Section: Technology's Effectiveness In College Mathematics Classroomsmentioning

confidence: 99%

“…It is one of 11 senior colleges within the City University of New York (CUNY) system of public colleges. The mathematics and computer science department offers four-year degrees in mathematics with a choice of four areas: actuarial mathematics and operations research, applied mathematics, mathematics/education (7)(8)(9)(10)(11)(12) and general area, as well as a degree in computer science. The department offers an extensive list of courses in these areas.…”

Section: Introductionmentioning

confidence: 99%

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A quantitative analysis of the relationship between an online homework system and student achievement in pre-calculus

Babaali

Gonzalez

2015

International Journal of Mathematical Education in Science and

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Supporting student success in entry-level mathematics courses at the undergraduate level has and continues to be a challenge. Recently we have seen an increased reliance on technological supports including software to supplement more traditional in-class instruction. In this paper, we explore the effects on student performance of the use of a computer software program to supplement instruction in an entry-level mathematics course at the undergraduate level, specifically, a pre-calculus course. Relying on data from multiple sections of the course over various semesters, we compare student performance in those classes utilizing the software against those in which it was not used. Quantitative analysis of the data then leads us to conclusions about the effectiveness of the software as well as recommendations for future iterations of the course and others like it.

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Section: Technology's Effectiveness In College Mathematics Classroomsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A quantitative analysis of the relationship between an online homework system and student achievement in pre-calculus

Babaali

Gonzalez

2015

International Journal of Mathematical Education in Science and

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“…They can be used to speak with experts on certain research or school work. Rutz, et al (2003) perceives that the use of educational technology improves student performance.…”

Section: Medium/resource Rolementioning

confidence: 99%

Redefining Technology Role in Education

Al-Musawi¹

2011

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The paper is a conceptual attempt to explore the new roles of technology in education which has increasingly become more than a sole medium, as was its description in the past. Basically, the key idea is that technology, with the powers of ICT, in education has now three main roles, namely: a medium/resource, a management, and a delivery. These new roles, when combined, could set the stage for restructuring the education institutions in an innovative way that leaves the current education system in history.

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“…An introductory solid mechanics course was chosen for this study because its concepts and applications are needed in almost every discipline of engineering 5,20 . It is a Page 26.1672.2 fundamental prerequisite for subsequent courses such as mechanics of materials, dynamics, and mechanics of fluids, and in some programs, other courses such as tool design 4,19 .…”

Section: Introductionmentioning

confidence: 99%

“…It is a Page 26.1672.2 fundamental prerequisite for subsequent courses such as mechanics of materials, dynamics, and mechanics of fluids, and in some programs, other courses such as tool design 4,19 . Many researchers believe that performance in these later courses can be directly correlated to success in fundamental concepts of engineering 4,5,19,20 .…”

Section: Introductionmentioning

confidence: 99%

Using Online and Hands-on Activities to Improve Self-efficacy in Mechanics

Boylan-Ashraf¹,

Billington²,

Sheppard³

2015 ASEE Annual Conference and Exposition Proceedings

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Our study is an evaluation of an introductory solid mechanics course incorporating a pedagogical reform using concepts of active-learning. The focus is on exploring if online activities promote better understanding of conceptual fundamental knowledge of introductory solid mechanics, as well as enhance mechanics-concepts self-efficacy for students. Introductory mechanics courses have long been focused on mathematical and theoretical concepts, and traditionally these courses have been shown to be biased toward instructor engagement versus student engagement. Many studies have reported that this bias creates a gap between instructors' teaching styles and students' learning styles. Despite this discrepancy, many introductory mechanics courses are still taught passively focusing on note-taking, which is believed to play a role in the contribution of students' self-efficacy to persist in their engineering studies as well as in their engineering career choices.Self-efficacy, which is a person's belief in his or her own ability, has been shown to be highly correlated with an individual's performance level. With high self-efficacy, a student will use more cognitive resources and more effective metacognitive strategies and will more likely select challenging tasks than students with lower self-efficacy. Upon encountering a problem, an individual with higher self-efficacy is often more persistent in problem solving than a student with lower self-efficacy. This paper presents an innovative pedagogical approach to teaching an introductory mechanics course, which included weekly lectures, in-class activities, online activities, and hands-on lab exercises. The goal of this paper is to assess the impact of online activities on students' self-efficacy of mechanics concepts, as well as to track students' efficacy levels at various points during the course offering. Several factors, such as students' gender, major, and the education of their parents associated with sense of selfefficacy in the concepts learned are explored.

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Student Performance and Acceptance of Instructional Technology: Comparing Technology‐Enhanced and Traditional Instruction for a Course in Statics

Cited by 44 publications

References 3 publications

A quantitative analysis of the relationship between an online homework system and student achievement in pre-calculus

A quantitative analysis of the relationship between an online homework system and student achievement in pre-calculus

Redefining Technology Role in Education

Using Online and Hands-on Activities to Improve Self-efficacy in Mechanics

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