ERIC Number: EJ1173177
Record Type: Journal
Publication Date: 2018-Apr
Abstractor: As Provided
The Use of Instructional Animations in a College Algebra Course: Can It Facilitate Learning of Concepts and Skill Development?
Serfaty de Markus, Alicia
Journal of Computers in Mathematics and Science Teaching, v37 n2 p155-185 Apr 2018
This quasi-treatment study, using a non-equivalent group design, explored how a set of animations related to various concepts in algebra impacted students' ability to learn as measured by changes in quiz and test scores. The concepts that were investigated were addition and subtraction of rational expressions, solving equations involving rational expressions, and solving equations involving logarithms and exponential expressions. A secondary analysis assessed the relation on student attainment levels with self-efficacy instruments. Study participants were enrolled in a College Algebra course in a community college that serves a predominantly minority population. Using a comparison group that only received traditional instruction, results showed a beneficial effect on learning for those animations designed in accordance with the principles of multimedia instruction and cognitive load theories. In all of the cases, the self-efficacy instruments correctly tracked the performance results, whether improvement was achieved or not.
Descriptors: Animation, College Mathematics, Mathematics Instruction, Algebra, Self Efficacy, Mathematical Concepts, Quasiexperimental Design, Difficulty Level, Problem Solving, Equations (Mathematics), Mathematical Formulas, Control Groups, Experimental Groups, Community Colleges, Two Year College Students, Statistical Analysis, Surveys
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A