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Traditional and asynchronous compute...

Hogan, Stacey L.

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Traditional and asynchronous computer-assisted instruction in a community college remedial mathematics course: A mixed methods study of student success and perceptions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Traditional and asynchronous computer-assisted instruction in a community college remedial mathematics course: A mixed methods study of student success and perceptions./
作者:	Hogan, Stacey L.
面頁冊數:	164 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1255.
Contained By:	Dissertation Abstracts International66-04A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3173073
ISBN:	0542098849

Traditional and asynchronous computer-assisted instruction in a community college remedial mathematics course: A mixed methods study of student success and perceptions.
Hogan, Stacey L.

Traditional and asynchronous computer-assisted instruction in a community college remedial mathematics course: A mixed methods study of student success and perceptions. - 164 p.

Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1255.

Thesis (Ph.D.)--Colorado State University, 2005.

The purpose of this study was to increase understanding about the impact of instructional delivery method on students' final grades in a community college remedial mathematics course. The study included two parts, which were conducted simultaneously. The first part was quantitative and the second part was qualitative.

ISBN: 0542098849Subjects--Topical Terms:

1018008
Education, Community College.

Traditional and asynchronous computer-assisted instruction in a community college remedial mathematics course: A mixed methods study of student success and perceptions.
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500 $a Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1255.
500 $a Adviser: William Timpson.
502 $a Thesis (Ph.D.)--Colorado State University, 2005.
520 $a The purpose of this study was to increase understanding about the impact of instructional delivery method on students' final grades in a community college remedial mathematics course. The study included two parts, which were conducted simultaneously. The first part was quantitative and the second part was qualitative.
520 $a In the first part of the study, the investigator used archived student data to analyze the relationship between instructional delivery method (traditional instruction vs. asynchronous computer-assisted instruction [CAI]), students' gender, students' age, and students' final course grades in Survey of Algebra and in a subsequent, college-level mathematics course (College Algebra). Results indicated that students who used traditional instruction had higher grades than students who used CAI; females had higher grades than males, regardless of type of instruction; and non-traditional age students had higher grades than traditional age students, regardless of type of instruction. In most cases, the differences were statistically significant when analyzed using t tests. Effect sizes ranged from small to medium-large. Results of an ANOVA indicated that although the main effects were significant and large, there were no significant interactions between the independent variables.
520 $a The second part of the study was a qualitative exploration of students' experiences and perceptions using asynchronous CAI. The investigator conducted 12 one-on-one interviews. Students' experiences in and perceptions about taking Survey of Algebra using computerized instruction seemed to be based on the degree to which external variables (i.e., the structure and format of the course) were or were not compatible with students' personal characteristics, learning preferences, prior knowledge of the content, and aptitude for mathematics. Three major themes related to CAI were salient across all interviews---convenience, individualization, and support.
520 $a Results of this study suggest that method of instruction can be a factor in student success in remedial mathematics courses. Traditional instruction was found through quantitative analysis to be the more effective method of instruction. However, qualitative analysis showed that some students had a strong preference for CAI and were successful in Survey of Algebra using CAI. There appear to be advantages to both methods of instruction.
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