A Randomized Controlled Trial of a Modularized, Computer-Assisted, Self-Paced Approach to Developmental Math

Autor/inn/en	Weiss, Michael J.; Headlam, Camielle
Titel	A Randomized Controlled Trial of a Modularized, Computer-Assisted, Self-Paced Approach to Developmental Math
Quelle	In: Journal of Research on Educational Effectiveness, 12 (2019) 3, S.484-513 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2019.1631419
Schlagwörter	Community Colleges; Two Year College Students; Computer Assisted Instruction; Electronic Learning; Individualized Instruction; Pacing; Remedial Mathematics; Developmental Studies Programs; Mathematics Achievement; Outcomes of Education; Intervention; Randomized Controlled Trials; Educational Change; Program Implementation; Teacher Characteristics; Student Characteristics + Suchen Sie Ihr Suchwort? Community college; Community College; Computer based training; Computerunterstützter Unterricht; Individualisierender Unterricht; Lerntempo; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Bildungsreform
Abstract	Community colleges are a large sector of postsecondary education. In 2016-2017, the United States had nearly 1,000 public 2-year postsecondary institutions (community colleges), serving almost nine million students, representing 39% of all undergraduates. The majority of entering community college students require developmental (or remedial) math. Success rates in the developmental math course sequence and college more broadly are discouragingly low. Policymakers, practitioners, and researchers alike are eagerly searching for reforms to improve success rates, but there is a dearth of causal evidence on the effectiveness of most proposed reforms. We sought to answer the following question: what effect does a modularized, computer-assisted, self-paced approach to developmental math (compared with a more "traditional" direct-instruction course alternative) have on students' likelihood of completing the developmental math course sequence? Findings from a randomized controlled trial (n =1,403) are presented. The program was well implemented; however, we did not find evidence that this approach was superior to the "traditional" math class. Although these results are disappointing, they are important because modularization and self-paced computer-assisted instruction are popular reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11