A Comparison of Completion Times in Traditional versus Computer-Based Developmental Math Programs

Autor/in	Charters, Christi R.
Titel	A Comparison of Completion Times in Traditional versus Computer-Based Developmental Math Programs
Quelle	(2013), (128 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-8307-3
Schlagwörter	Hochschulschrift; Dissertation; Remedial Mathematics; Community Colleges; Developmental Studies Programs; Computer Assisted Instruction; Conventional Instruction; Comparative Analysis; Models; Constructivism (Learning); Andragogy; Technology Uses in Education; Age Differences; Racial Differences; Statistical Analysis; Instructional Effectiveness; Courses; Academic Achievement + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Computer based training; Computerunterstützter Unterricht; Analogiemodell; Andragogics; Andragogik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Statistische Analyse; Unterrichtserfolg; Kursangebot; Schulleistung
Abstract	Many students lack adequate mathematic skills and must enroll in developmental math programs to satisfy the math requirement to earn a college degree, but developmental programs are often problematic with high failure rates, preventing graduation. This study examined whether the emporium model, a computer-based developmental math tool, was more effective than the traditional model at getting students through developmental math at a rural, Hispanic-serving community college. Constructivism, andragogy, and technology provided the theoretical framework. A quantitative methodology and nonexperimental secondary data analysis design was used with a nonrandom convenience sample. Archival data collected included age and ethnicity of students, and number of courses completed in three semesters for each instructional format. A chi-square test for independence revealed that the number of courses completed was dependent on course format, and that the emporium model was more effective than the traditional model at helping students complete the developmental math sequence in a shorter period of time. Traditional (18-24 years of age) and nontraditional (25 years plus) students completed more emporium courses than traditional courses. Nontraditional students completed more emporium courses than did traditional students. Hispanics and Whites both completed more courses with the emporium model. Overall, the emporium model may be more effective than the traditional model at getting students of all ages and ethnicities through the developmental sequence in a reduced amount of time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01