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A comparison of completion times in ...

Charters, Christi R.

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A comparison of completion times in traditional versus computer-based developmental math programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A comparison of completion times in traditional versus computer-based developmental math programs./
Author:	Charters, Christi R.
Description:	127 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599154
ISBN:	9781303483073

A comparison of completion times in traditional versus computer-based developmental math programs.
Charters, Christi R.

A comparison of completion times in traditional versus computer-based developmental math programs. - 127 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

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.

ISBN: 9781303483073Subjects--Topical Terms:

641129
Mathematics education.

A comparison of completion times in traditional versus computer-based developmental math programs.
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502 $a Thesis (Ph.D.)--Capella University, 2013.
520 $a 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.
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