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Connecting Expectations and Values: ...

Jackson, Karen Latrice Terrell.

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Connecting Expectations and Values: Students' Perceptions of Developmental Mathematics in a Computer-based Learning Environment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Connecting Expectations and Values: Students' Perceptions of Developmental Mathematics in a Computer-based Learning Environment./
Author:	Jackson, Karen Latrice Terrell.
Description:	249 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3584316
ISBN:	9781303998270

Connecting Expectations and Values: Students' Perceptions of Developmental Mathematics in a Computer-based Learning Environment.
Jackson, Karen Latrice Terrell.

Connecting Expectations and Values: Students' Perceptions of Developmental Mathematics in a Computer-based Learning Environment. - 249 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2014.

This item must not be sold to any third party vendors.

Students' perceptions influence their expectations and values. According to Expectations and Values Theory of Achievement Motivation (EVT-AM), students' expectations and values impact their behaviors (Eccles & Wigfield, 2002). This study seeks to find students' perceptions of developmental mathematics in a mastery learning computer-based environment in order to gain understanding of the attitudes and behaviors students believe they need to have to be successful in this environment. Q-methodology, which provides an opportunity to study individuals' subjective reality using quantitative methods, is used to investigate students' perceptions. Literature on EVT-AM, mastery learning, developmental mathematics, and computer-based mathematics pedagogy were used to develop as set of statements. Statements were printed on cards, and students in a developmental mathematics mastery learning computer-based course were given an opportunity to sort the statements. A post-sort survey was given to the students in order to gather demographic information and to gain an in-depth of understanding about each individual student's sort. Data analysis indicated four distinct and statistically significant factors: Commitment, Confidence, and Resources; Communication and Understanding; Access and Mastery; Ability and Strategy. Along with these emerging factors a complete synthesis of the data provides an understanding of activities students believe will enable them to be successful in the mastery learning computer-based developmental mathematics course. The findings of this study generate considerations for practice, policy, and further research in the field of developmental mathematics redesign.

ISBN: 9781303998270Subjects--Topical Terms:

1035576
Education, Leadership.

Connecting Expectations and Values: Students' Perceptions of Developmental Mathematics in a Computer-based Learning Environment.
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500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Advisers: Matthew Militello; Lisa Bass.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Students' perceptions influence their expectations and values. According to Expectations and Values Theory of Achievement Motivation (EVT-AM), students' expectations and values impact their behaviors (Eccles & Wigfield, 2002). This study seeks to find students' perceptions of developmental mathematics in a mastery learning computer-based environment in order to gain understanding of the attitudes and behaviors students believe they need to have to be successful in this environment. Q-methodology, which provides an opportunity to study individuals' subjective reality using quantitative methods, is used to investigate students' perceptions. Literature on EVT-AM, mastery learning, developmental mathematics, and computer-based mathematics pedagogy were used to develop as set of statements. Statements were printed on cards, and students in a developmental mathematics mastery learning computer-based course were given an opportunity to sort the statements. A post-sort survey was given to the students in order to gather demographic information and to gain an in-depth of understanding about each individual student's sort. Data analysis indicated four distinct and statistically significant factors: Commitment, Confidence, and Resources; Communication and Understanding; Access and Mastery; Ability and Strategy. Along with these emerging factors a complete synthesis of the data provides an understanding of activities students believe will enable them to be successful in the mastery learning computer-based developmental mathematics course. The findings of this study generate considerations for practice, policy, and further research in the field of developmental mathematics redesign.
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