Return to search

The Effect of Modality on Student Achievement and Course Completion in a Developmental Mathematics Course

Students taking courses in developmental mathematics do so in one of three modalities - some take the classes face-to-face in a classroom with a professor who is physically present, others take the classes in what is known as a blended or hybrid mode in which the professor uses a combination of classroom and online time to teach the course, and another group takes the classes completely online. Increasingly, a growing number of students are taking these courses in a hybrid mode or completely online, and this phenomenon is causing educators to redesign their programs, offering more courses in these two modalities. However, some program leaders do so without any data about the achievement and course completion rates of students in the different modalities. This research 1) investigated the achievement rates of students taking an eight week developmental mathematics course, taught in three different modalities and 2) investigated the course completion rates of students taking an eight week developmental mathematics course, taught in three different modalities. Specifically, the purpose of this study was to examine the achievement and course completion rates of students enrolled in an eight week developmental mathematics course, Elementary Algebra, based on the delivery modality. The study was conducted at a large multi-campus institution located in the southeast United States as the research site. The theories used to frame the research were the Information Processing Theory and Cognitive Load Theory.

Identiferoai:union.ndltd.org:unf.edu/oai:digitalcommons.unf.edu:etd-1863
Date01 January 2018
CreatorsGreene, Robert Allan
PublisherUNF Digital Commons
Source SetsUniversity of North Florida
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceUNF Graduate Theses and Dissertations

Page generated in 0.0021 seconds