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

Discussion and Recommendations

Discussion and recommendations were a common and important element to all studies. Given the young age of this instructional modality and the current and ongoing dynamic nature of technological development, it is not surprising that there are many questions raised and many lessons that have been learned and that need to be applied. Computer technology provides the building blocks for faculty to design effective courses. However, as duly noted by each of these studies, the instructional format has an a priori importance and significance in what outcome we derive from the use of these building blocks. There are many variables (technology and nontechnology) to consider in building effective computer-mediated courses and the intent of this study is to begin to further explore how all of these variables can effectively be combined to deliver instruction to traditional college students.

* There is some difference of opinion regarding the definitions of remedial and developmental education. Remedial education may be technically viewed as only one aspect of developmental education. For the purposes of this paper they will be viewed as one in the same.

* "Millennials" refer to the generation of students born after 1981. Current traditional college students are part of the "millennial" generation.

* For the purpose of this study, efficacy relates to DFW rates, Final Exam grades and grades in the subsequent math course. The intent of the study is to follow a OOXOO design using two placement-style pretests and two post-tests (departmental final exam and the grade in the subsequent math course).

* Intermediate Algebra is considered as a developmental math course in many colleges and for the purpose of this study will be considered as such.

[dagger] Though the University of Alabama study does not specifically reflect the target population of this study, it was retained given the expected similarity of the community college traditional developmental math student population to the University of Alabama traditional developmental math student population.

References

Baker, S. (2005, July 12). Channeling the future: Marketers are on the hunt for folks like 23-yearold 'CJ' Carson. BusinessWeek. 3891, 70.

Baker, W. J., Smith, L. D., & Swanson, W. H. (2005) A Commitment to America 's future:Responding to the crisis in mathematics and science education. Retrieved April 18, 2005, from http://www.bhef.com/MathEduReport-press.pdf.

Barnett, E. (n. d.). The costs and benefits of remedial education. Retrieved April 8, 2005, from University of Illinois at Urbana-Champagne http://occrl.ed.uiuc.edu/Publicaions/papers/Costs Remedial Educati on- EBl.doc.

Boggs, S., Shore, M., & Shore, J. (2004). Using e-learning platforms for mastery learning in developmental mathematics courses. Mathematics and Computer Education, 38 part 2, 213-220.

Ehrlich, J. (2005) Systematic failures in U.S. math and science infrastructure threaten global leadership, Retrieved April 8,2005, from http://www.bhef.com/media/feb 1605.cfm.