Taylor, Judy M. (2006-12). The effects of a computerized-algebra program on mathematics achievement of college and university freshmen enrolled in a developmental mathematics course. Doctoral Dissertation. Thesis uri icon


  • 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. This problem can be seen in the number of
    students needing Intermediate Algebra. Students who complete remedial courses with a
    grade of C or better are more likely to pass their first college-level mathematics course
    and continue their education until they have completed all coursework needed for a
    Students entering colleges and universities underprepared for collegiate
    mathematics, reading, and writing have reached epidemic proportions, with 30% of the
    students needing remediation in one of these areas. A portion of this problem has been
    identified as mathematics anxiety. Because students have habituated mathematics
    failure, they are aware of their deficiencies, but still desire a college education. They bring with them years of negative emotions from repeated mathematics failures. These
    years of negative feelings about mathematics precipitated by repeated failures are often
    manifested as mathematics anxiety that must be addressed in order to improve students??????
    content knowledge.
    The purpose of this study is to investigate the effects of a web-based technology
    centric course, Assessment and Learning in Knowledge Spaces (ALEKS), on the
    remediation of college freshmen enrolled in an Intermediate Algebra class as compared
    to college freshmen enrolled in an Intermediate Algebra class taught using a traditional
    lecture method. Mathematics anxiety and attitude toward mathematics will also be
    investigated to determine if ALEKS can lower the anxiety associated with mathematics,
    as well as improve attitudes. An algebra test, mathematics anxiety rating scale, and
    mathematics attitude test was given to both groups of students at the beginning of the
    semester and at the end of the semester.
    The overall findings of this research suggested that ALEKS Intermediate Algebra
    students performed as well as the Control group taking a class in Intermediate Algebra
    taught by lecture. The anxiety of the Experimental group decreased more than the
    Control group, and the Experimental group??????s attitude toward mathematics increased at a
    greater rate than did the Control group.

publication date

  • December 2006