**ERIC Number:**ED517285

**Record Type:**Non-Journal

**Publication Date:**2010

**Pages:**120

**Abstractor:**As Provided

**Reference Count:**0

**ISBN:**ISBN-978-1-1097-2762-3

**ISSN:**N/A

The Effects of Multimedia Technology on Students' Perceptions and Retention Rates in Mathematics at a Community College

Birgan, Latrica J.

ProQuest LLC, Ed.D. Dissertation, Northcentral University

Stakeholders in higher education are addressing the decreasing success rates in college mathematics courses. Success in mathematics courses has been one factor related to students successfully obtaining a college degree, and the primary predictor of success in mathematics is a student's belief in his or her ability to achieve a particular grade in mathematics. The purpose of the study was to determine whether Intermediate College Algebra students' mathematics confidence, behavioral engagement, affective engagement, and computer self-efficacy have an effect on their perceptions of learning mathematics with technology and to determine whether computerized homework has an effect on retention rates. A quantitative study was performed on Intermediate College Algebra students at a community college in Alabama. Pearson correlation coefficients were used to show that Intermediate College Algebra students with high levels of mathematics confidence, behavioral engagement, affective engagement, and mathematics computer self-efficacy had positive perceptions of mathematics. Specifically, at the .05 level (two-tailed) there was a significant positive correlation between high levels of (a) mathematics confidence and positive perceptions of mathematics, as indicated by r = 0.207, (b) behavioral engagement and positive perceptions of mathematics, as indicated by r = 0.149, (c) affective engagement and positive perceptions of mathematics, as indicated by r = 0.317, and (d) mathematics computer self-efficacy and positive perceptions of mathematics, as indicated by r = 0.308. However, independent-samples t tests showed no group difference in retention rates among students who utilized computerized homework and those who did not. It is recommended that instructors find more effective ways to motivate their students, engage their students, and build their students' mathematics self-efficacy. Last, it is recommended that instructors participate in more ongoing professional development. Future research should be conducted on ways that technology can raise retention rates in mathematics at more community colleges. [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: Student Attitudes, Self Efficacy, Homework, Community Colleges, Motivation Techniques, Mathematics Achievement, Correlation, College Mathematics, Algebra, Technology Integration, Professional Development, Retention (Psychology), Mathematics Education

ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml

**Publication Type:**Dissertations/Theses - Doctoral Dissertations

**Education Level:**Higher Education

**Audience:**N/A

**Language:**English

**Sponsor:**N/A

**Authoring Institution:**N/A