The Effects of a Computerized-Algebra Program on Mathematics Achievement of College and University Freshmen Enrolled in a Developmental Mathematics Course

Abstract

The Effects of a Computerized-Algebra Program on Mathematics Achievement of College and University Freshmen Enrolled in a Developmental Mathematics Course. (December 2006) Judy M. Taylor, B.S., East Texas Baptist University; M.Ed., Texas A&M Texarkana Chair of Advisory Committee: Dr. Robert M. CapraroWe face a world in which a college degree increasingly dictates the likelihood of life success. At the same time, there has been an ever-increasing population of students who have not been prepared adequately through their high school education to meet the rigors of college/university-level content. This problem can be seen in the number of students needing Intermediate Algebra. Students who complete remedial courses with a grade of C or better are more likely to pass their first college-level mathematics course and continue their education until they have completed all coursework needed for a degree.Students entering colleges and universities underprepared for collegiate mathematics, reading, and writing have reached epidemic proportions, with 30% of the students needing remediation in one of these areas. A portion of this problem has been identified as mathematics anxiety. Because students have habituated mathematics failure, they are aware of their deficiencies, but still desire a college education. They iv bring with them years of negative emotions from repeated mathematics failures. These years of negative feelings about mathematics precipitated by repeated failures are often manifested as mathematics anxiety that must be addressed in order to improve students' content knowledge.The purpose of this study is to investigate the effects of a web-based technology centric course, Assessment and Learning in Knowledge Spaces (ALEKS), on the remediation of college freshmen enrolled in an Intermediate Algebra class as compared to college freshmen enrolled in an Intermediate Algebra class taught using a traditional lecture method. Mathematics anxiety and attitude toward mathematics will also be investigated to determine if ALEKS can lower the anxiety associated with mathematics, as well as improve attitudes. An algebra test, mathematics anxiety rating scale, and mathematics attitude test was given to both groups of students at the beginning of the semester and at the end of the semester.

Effect of a Computer Mediated Systems Teaching Approach on Mathematics Anxiety of Engineering Students

“…This result is similar to that obtained by Taylor (2008), who set forth to examine the effects a web-based, computer-assisted curriculum in remedial mathematics classes on mathematics anxiety in addition to the main purpose of her study which was to look at differences in student achievement in a web-based, computer-assisted curriculum in remedial mathematics classes as compared to classes that use traditional lecture method of instruction. She reported statistically significant differences from pretest to posttest for the experimental group, no statistically significant differences from pretest to posttest for the control group, and statistically significant differences from pretest to posttest for both (experimental and control) groups.…”

The Use of Mathcad in the Achievement of Education Students in Teaching College Algebra in a University

“…Students in the experimental group had the highest scores compared to other groups regarding mathematics achievement and mathematics self-efficacy. Taylor (2008) conducted a study on mathematics anxiety and attitudes toward mathematics. It determined if the technology course lowered mathematics anxiety, as well as improved attitudes.…”

Impact of Concept Mapping and Modular Learning Techniques on Pupils’ Achievement for the Selected Topics in Mathematics

“…Hagerty and Smith [14] studied web-based software homework for college algebra. Taylor [15] dealt with intermediate algebra students. Gutarts and Bains [16] focused their attention in college Calculus course.…”