NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED522365
Record Type: Non-Journal
Publication Date: 2010
Pages: 164
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-3322-5
ISSN: N/A
The Experiences and Effect of Two Post-Secondary Mathematics Remediation Programs
Izard, Angie D.
ProQuest LLC, Ed.D. Dissertation, Cardinal Stritch University
The purpose of this study was to describe the experience and effect of two post-secondary mathematics remediation programs at a Midwest university. The two mathematics remediation programs were provided as part of a summer bridge program designed to assist entering freshmen students who demonstrated low mathematics proficiency levels based on University math placement exam scores. One of the remediation programs was web-based. The other program was structured as a more traditional face-to-face instruction course. The research questions were: (1) What differentiated the student experience in web-based and face-to-face post secondary mathematics remediation programs? (2) What differentiated the effect of web-based and face-to-face mathematics remediation programs on mathematics proficiency? (3) What differentiated student perceptions of the effect of web-based and face-to-face mathematics remediation programs on self-efficacy, goal orientation and math anxiety? The research approach was an intrinsic case study that used the mixed methods of survey, interview, document review and descriptive statistics. The findings of the study were: (1) The experience of the web-based and face to face students was differentiated by the degree of the instructor direction and external motivation. (2) There was moderate differentiation in the effect of web-based and face-to-face post-secondary mathematics remediation programs on mathematics proficiency. (3) There was moderate and inconsistent differentiation in student perceptions of the effect of web-based and face-to-face post-secondary mathematics remediation programs on self-efficacy, goal orientation and math anxiety. The most notable differentiation was in the student perception of effect on math anxiety. [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.]
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