A Study on the Efficacy of Computer-Mediated Developmental Math Instruction for Traditional Community College Students

Research & Teaching in Developmental Education, Spring 2006 by Trenholm, Sven

* to provide a diagnostic prescription for specific math instruction based on pretest or placement test results

* to allow students, based on their individual skill level, to speed up or slow down the pace of instruction

* to provide immediate feedback as well as overall and subcategorized grade updates

* to provide on demand interactive, multimedia, and web-streamed video instruction

* by shifting the locus of control from instructor to student, the potential to increase learning outcomes and educational standards

The current needs of traditional developmental math college students and the millenials demographic expectations appear to be well matched.

Current Skepticism

However, in the developmental education community, a great deal of skepticism exists over the potential of this instructional modality. While some questions reflect valid concerns (issues of computer literacy, access to technology, previous experience with computer-mediation...), other concerns appear more selfserving. In part there appears to be a generation gap problem where "older" faculty and administrators, having studied and trained before the "computer age" are much less reluctant or skeptical about the use of technology. In contrast "younger" traditional college students have grown up in a society increasingly immersed in technology. This skepticism may lead senior faculty and administrators that are the institutional power brokers to reluctantly or inefficiently implement some form of computer mediation. The fact that this is very much an emerging field, may lead those that enter with the "will try it once" attitude to throw the baby out with the bath water.

Use of Computers in Remedial Math Education

The use of computers in remedial math courses as reported in the fall 2000 NCES study states that 17 percent of students never or very rarely use computers, 40 percent occasionally use computers, and 31 percent frequently use computers (NCES.2000, p. 33). These figures and the real likelihood that they will increase underscore the need for research and development of best practices that improve learning outcomes, the learning experience as well as cost efficiency.

The Force Behind and Focus of This Study

The driving force for this study is the contention that the drop, failure and withdrawal (DFW) rate for developmental math is unacceptably high, particularly for traditional college students, and demands that educational power brokers and developmental educators look for new ways to improve instruction and effectively increase the success rate. The fundamental goal of this study is to examine the current efficacy of computer mediated developmental math instruction for traditional college students with the following question: Can we leverage the millennial generation's propensity to utilize technology with the increasing efficiencies provided with instructional technology to effectively increase learning success and retention?

Study Hypothesis

Is computer-mediated developmental math instruction more effective* than traditional lecture-based instruction for traditional community college students?