NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ816612
Record Type: Journal
Publication Date: 2008
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1079-0195
The Effects of a Computerized-Algebra Program on Mathematics Achievement of College and University Freshmen Enrolled in a Developmental Mathematics Course
Taylor, Judy M.
Journal of College Reading and Learning, v39 n1 p35-53 Fall 2008
We face a world in which a college degree increasingly dictates the likelihood of life success. At the same time, there has been an ever increasing population of students who have not been prepared adequately through their high school education to meet the rigors of college/university-level content. The present study investigated the effects of a web-based technology centric course, Assessment and Learning in Knowledge Spaces (ALEKS, 2001), on the remediation of college freshmen enrolled in an intermediate algebra class. Mathematics anxiety and attitudes toward mathematics were investigated to determine if ALEKS lowered mathematics anxiety, as well as improved attitudes. The findings of this research found that ALEKS Intermediate Algebra students performed as well as the control group taught by lecture. The anxiety of the experimental group decreased more than the control group, and the experimental group's attitude toward mathematics improved at a greater rate than the control group. (Contains 1 figure and 1 table.)
Texas State University San Marcos. Department of Curriculum and Instruction, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-2303; Fax: 512-245-8151; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A