Connecting Expectations and Values: Students' Perceptions of Developmental Mathematics in a Computer-Based Learning Environment

Autor/in	Jackson, Karen Latrice Terrell
Titel	Connecting Expectations and Values: Students' Perceptions of Developmental Mathematics in a Computer-Based Learning Environment
Quelle	(2014), (249 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-9827-0
Schlagwörter	Hochschulschrift; Dissertation; Remedial Mathematics; Student Attitudes; Mastery Learning; Electronic Learning; Q Methodology; Computer Assisted Instruction; Expectation; Data Analysis; Statistical Significance; Learner Engagement; Self Esteem; Resources; Ability; Learning Strategies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Computer based training; Computerunterstützter Unterricht; Expectancy; Erwartung; Auswertung; Self-esteem; Selbstaufmerksamkeit; Betriebsmittel; Hilfsmittel; Fähigkeit; Fertigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Students' perceptions influence their expectations and values. According to Expectations and Values Theory of Achievement Motivation (EVT-AM), students' expectations and values impact their behaviors (Eccles & Wigfield, 2002). This study seeks to find students' perceptions of developmental mathematics in a mastery learning computer-based environment in order to gain understanding of the attitudes and behaviors students believe they need to have to be successful in this environment. Q-methodology, which provides an opportunity to study individuals' subjective reality using quantitative methods, is used to investigate students' perceptions. Literature on EVT-AM, mastery learning, developmental mathematics, and computer-based mathematics pedagogy were used to develop as set of statements. Statements were printed on cards, and students in a developmental mathematics mastery learning computer-based course were given an opportunity to sort the statements. A post-sort survey was given to the students in order to gather demographic information and to gain an in-depth of understanding about each individual student's sort. Data analysis indicated four distinct and statistically significant factors: Commitment, Confidence, and Resources; Communication and Understanding; Access and Mastery; Ability and Strategy. Along with these emerging factors a complete synthesis of the data provides an understanding of activities students believe will enable them to be successful in the mastery learning computer-based developmental mathematics course. The findings of this study generate considerations for practice, policy, and further research in the field of developmental mathematics redesign. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01