The Resource The effectiveness of redesigning college algebra with a heavy focus on instructional technology, Mark Andrew Brown, (electronic resource)

The effectiveness of redesigning college algebra with a heavy focus on instructional technology, Mark Andrew Brown, (electronic resource)

Label
The effectiveness of redesigning college algebra with a heavy focus on instructional technology
Title
The effectiveness of redesigning college algebra with a heavy focus on instructional technology
Statement of responsibility
Mark Andrew Brown
Creator
Contributor
Thesis advisor
Subject
Genre
Language
eng
Summary
Low success rates in college algebra have been an ongoing problem, and mathematics education researchers have continually looked for ways to improve student performance and learning (Aichele, Francisco, Utley, & Wescoatt, 2011; Gordon, 2008; Thompson & McCann, 2010; Twigg, 2011). This study examined the effectiveness of the pilot semester, spring 2012, of a technology-intensive course redesign of college algebra as compared to a traditional lecture approach at a mid-sized, diverse, urban university in the Midwest. Final exam performance was the main measure for assessing student learning outcomes and for testing thirteen hypotheses; DFW rate, the proportion of students withdrawing or earning a grade of D or F, was used for testing one hypothesis. Between the two instruction types, the researcher used a quasi-experimental study to compare overall performance on the final exam, performance on the conceptual and procedural questions of the final exam, performance on the individual questions of the final exam, and DFW rates in the course. Overall final exam performance was also compared within each gender, between genders, within two races/ethnicities, and between races/ethnicities. Additionally, performance on the conceptual and procedural questions was compared within each gender and within two races/ethnicities. Final exams were taken by 170 students, 73 students in the redesign approach and 97 students in the traditional approach. T-tests, analyses of covariance, and two-proportion z-tests were used to investigate the hypotheses. In most hypotheses, there were no statistically significant differences between the two types of instruction. One significant difference was found between African-Americans and Caucasians in both the redesign and traditional sections; however, the covariate, American College Testing (ACT) Mathematics Sub-score accounted for the difference, meaning that type of instruction had no effect. Also, a large difference (p = 0.0026) in favor of students in the redesign occurred on one question of the final exam on which students solved a system of linear equations. Lastly, a large difference in course success was observed in DFW rates in favor of the seasoned, traditional lecture approach. The DFW rate was 41% for the redesign approach, but the DFW rate was only 21% for the traditional lecture approach
Cataloging source
UMK
http://library.link/vocab/creatorDate
1969-
http://library.link/vocab/creatorName
Brown, Mark Andrew
Degree
Ph.D.
Dissertation year
2012.
Granting institution
School of Education and Dept. of Mathematics and Statistics. University of Missouri-Kansas City
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorName
Barger, Rita
http://library.link/vocab/subjectName
  • Algebra
  • Algebra
Label
The effectiveness of redesigning college algebra with a heavy focus on instructional technology, Mark Andrew Brown, (electronic resource)
Instantiates
Publication
Note
  • "A dissertation in Curriculum and Instruction and Mathematics."
  • Advisor: Rita Barger
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 188-201)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction -- Review of literature -- Methodology -- Results -- Discussion -- Appendix. College algebra final exam
Control code
812041776
Dimensions
unknown
Extent
1 online resource (217 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)812041776
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web
Label
The effectiveness of redesigning college algebra with a heavy focus on instructional technology, Mark Andrew Brown, (electronic resource)
Publication
Note
  • "A dissertation in Curriculum and Instruction and Mathematics."
  • Advisor: Rita Barger
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 188-201)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction -- Review of literature -- Methodology -- Results -- Discussion -- Appendix. College algebra final exam
Control code
812041776
Dimensions
unknown
Extent
1 online resource (217 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)812041776
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web

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