Enhancing the Success of College Algebra Students by Incorporating Adaptive Technologies

Alina Stefanov, Barry J Griffiths

Abstract


College students in the United States often enrol in introductory mathematics courses to acquire skills and knowledge that will enable them to solve related problems in their careers and daily activities. However, previous studies have shown limited levels of improvement that perpetuate a lack of proficiency. As a result, the gap in performance between top students and those at the bottom continues to increase. Using modern technology has been suggested as part of the solution to help students resolve their difficulties in mathematics and achieve better learning outcomes. This study assesses the longitudinal effect of redesigning College Algebra classes at a large public university, switching from a modified emporium model to a lab-based adaptive model. The results show that after redesigning the course, the pass rate increased from 68% to consistently being over 80%, while the withdrawal rate fell from 8% to 3%.


Keywords


Adaptive technology; College Algebra; ALEKS; personalised learning

Full Text:

PDF

References


Block, J. and Burns, R., 1976. Mastery Learning. Review of Research in Education, 4, pp.3-49. http://doi.org/10.2307/1167112

Boaler, J., 2013. Ability and Mathematics: the mindset revolution that is reshaping education. FORUM, 55(1), pp.143-152. http://doi.org/10.2304/forum.2013.55.1.143

Boyce, S. and O’Halloran, J., 2020. Active Learning in Computer-based College Algebra. PRIMUS, 30(4), pp.458-474. http://doi.org/10.1080/10511970.2019.1608487

Childers, A. and Lu, L., 2017. Computer Based Mastery Learning in Developmental Mathematics Classrooms. Journal of Developmental Education, 41(1), pp.2-9. Available at: https://www.jstor.org/stable/44987467

Cousins-Cooper, K., Stanley, K. N., Kim, S., and Luke, N. S., 2017. The Effect of the Math Emporium Instructional Method on Students' Performance in College Algebra. European Journal of Science and Mathematics Education, 5(1), pp.1-13. http://doi.org/10.30935/scimath/9493

Engelbrecht, J., Llinares, S., and Borba, M., 2020. Transformation of the Mathematics Classroom with the Internet. ZDM Mathematics Education, 52, pp.825-841.

http://doi.org/10.1007/s11858-020-01176-4

Griffiths, B., 2015. Perspectives of Exchange Students on the Role of Classroom Technology: A Law of Diminishing Returns? International Journal for Infonomics, 8(1), pp.974-978. http://doi.org/10.20533/iji.1742.4712.2015.0114

Hagerty, G., & Smith, S., 2005. Using the Web-Based Interactive Software ALEKS to Enhance College Algebra. Mathematics and Computer Education, 39(3), pp.183-194. Available at: https://www.learntechlib.org/p/67912/

Hagerty, G., Smith, S., and Goodwin, D., 2010. Redesigning College Algebra: Combining Educational Theory and Web-Based Learning to Improve Student Attitudes and Performance. PRIMUS, 20(5), pp.418-437. http://doi.org/10.1080/10511970802354527

Jones, M., 2016. Running the Math Emporium Comes at a Cost. Collegiate Times. Available at: http://www.collegiatetimes.com/news/running-the-math-emporium-comes-at-a-cost/article_c766a034-c3c5-11e5-acf6-9b194470706f.html

Kasha, R., 2015. An Exploratory Comparison of a Traditional and an Adaptive Instructional Approach for College Algebra. [Unpublished Doctoral Dissertation]. University of Central Florida. Available at: https://stars.library.ucf.edu/etd/1378/

Keller, F., 1967. Engineering Personalized Instruction in the Classroom. Interamerican Journal of Psychology, 1(3), pp.189-197. https://doi.org/10.30849/rip/ijp.v1i3.445

Keller, F., 1968. Good-bye, teacher... Journal of Applied Behavior Analysis, 1(1), pp.79-89. http://doi.org/10.1901/jaba.1968.1-79

Kulik, C.-L., Kulik, J., and Bangert-Drowns, R., 1990. Effectiveness of Mastery Learning Programs: A Meta-Analysis. Rev. of Educational Research, 60(2), pp.265-299. http://doi.org/10.3102/00346543060002265

Kulik, J. and Fletcher, J., 2016. Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review. Rev. of Educational Research, 86(1), pp.42-78. http://doi.org/10.3102/0034654315581420

Stuve, C., 2015. A Study of Student Perceptions on Adaptive Learning Systems in College Algebra and their Effect on Learning Outcomes. [Unpublished Doctoral Dissertation]. University of Toledo. Available at: https://eric.ed.gov/?id=ED567948

Sun, K., 2018. The Role of Mathematics Teaching in Fostering Student Growth Mindset. Journal for Research in Mathematics Education, 49(3), pp.330-335. http://doi.org/10.5951/jresematheduc.49.3.0330

Sun, S., Else-Quest, N. M., Hodges, L. C., French, A. M., and Dowling, R., 2021. The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education: A Meta-Analysis. Investigations in Mathematics Learning, 13(3), pp.182-196. http://doi.org/10.1080/19477503.2021.1926194

Thompson, S., 1980. Do Individualized Mastery and Traditional Instructional Systems Yield Different Course Effects in College Calculus? American Educational Research Journal, 17(3), pp.361-375. http://doi.org/10.3102/00028312017003361

Twigg, C., 2011. The Math Emporium: A Silver Bullet for Higher Education. Change: The Magazine of Higher Learning, 43(3), pp.25-34. http://doi.org/10.1080/00091383.2011.569241

Vallade, J., 2013. An Evaluation of the Emporium Model as a Tool for Increasing Student Performance in Developmental Mathematics and College Algebra. [Unpublished Doctoral Dissertation]. University of Toledo. Available at: https://www.proquest.com/docview/1526392838




DOI: https://doi.org/10.21100/msor.v21i3.1426

Refbacks

  • There are currently no refbacks.