ERIC Number: ED514163
Record Type: Non-Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 0
A Study of Developmental Algebra and Computer Aided Instruction: Does Computer-Aided Instruction Increase the Final Exam Grades of Developmental Algebra Students?
Gravitt, Kris A.
ProQuest LLC, Ph.D. Dissertation, Capella University
Community colleges are a key part of developmental education programs. Research shows that a large majority of first year students have to take one or more remedial or developmental courses. The failure rates of developmental students indicate there is a need for intervention. The purpose of this study was to compare the final exam scores of developmental algebra students who use computer-aided instruction and those who did not use computer-aided instruction. Publishing companies have made great strides in developing stronger mathematics compatible software programs but there is a need to determine if the programs are actually increasing the mathematics achievement of learners. An "ex post facto" design was used to determine if there is a significant difference between the final exam scores of students using the mathematical software program "MathZone". Evidence gained in this research will provide instructors and administrators with valuable information about developmental algebra students and the integration of technology into the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Mathematics Achievement, Developmental Programs, Computer Assisted Instruction, Computer Software, Computer Uses in Education, Mathematics Instruction, College Mathematics, Educational Technology, Algebra, Scores, Comparative Analysis
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges
Authoring Institution: N/A