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ERIC Number: ED464658
Record Type: Non-Journal
Publication Date: 2002-Feb
Pages: 21
Abstractor: N/A
Reference Count: N/A
Comparing Alternative Algebraic Modalities for Remedial Students.
McClendon, Marie; McArdle, Michele
This paper reports that the student population enrolled in remedial mathematics is rapidly increasing, while funding for these classes in Florida is declining. The Math Department at the Winter Park Campus (WPC) of Florida's Valencia Community College (VCC) has developed a curriculum that offers a variety of instructional formats to its remedial students. Since 1995, VCC has been transforming itself from a teaching-centered institution to a learning-centered one. The Math Department tested three learning modalities: traditional lecture, Academic Systems (an Internet-accessed software curriculum that provides students with combinations of lectures, practice programs, and self-administered assessment tests), and ALEKS (a non-linear, non-traditional Internet-based course). The traditional lecture class had the highest retention rate (60%), ALEKS the lowest (39%). However, there was not a significant difference in outcomes when students were placed in a learning modality that reflected their preferred learning style. According to a student survey, although 83% of remedial algebra students preferred lecture format, the authors argue that the 17% who preferred non-traditional methods need access to nontraditional learning methods. This report also provides demographic statistics regarding WPC's students: (1) with 1,500 credit students, WPC is the smallest of the four campuses in the VCC system; (2) WPC's student body is 69% Caucasian, 14% African American, and 12% Hispanic; (3) 65% of enrolled students are female, and over 75% of students are enrolled part time; and (4) the average student is 27 years old. Appended are course management suggestions and student survey results. (NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A