Evaluating the Effectiveness of Interactive Computer Tutorials for an Undergraduate Mathematical Literacy Course

Autor/inn/en	Frith, Vera; Jaftha, Jacob; Prince, Robert
Titel	Evaluating the Effectiveness of Interactive Computer Tutorials for an Undergraduate Mathematical Literacy Course
Quelle	In: British Journal of Educational Technology, 35 (2004) 2, S.159-171 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.0007-1013.2004.00378.x
Schlagwörter	Teaching Methods; Lecture Method; Computer Assisted Instruction; College Mathematics; Mathematics Instruction; Tutorial Programs; Program Effectiveness; Mathematics Skills; Higher Education; Spreadsheets + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Mathematics lessons; Mathematikunterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation
Abstract	This article describes a study of learning when students used interactive spreadsheet-based computer tutorials in a mathematical literacy course. It foregrounds theories relating to the role of computer technology (and specifically spreadsheets) as a mediator for learning of mathematics. It outlines the application of quantitative methods involving pre- and post-testing of students, both in the computer laboratory and in the lecture sessions, and discusses factors constraining the experimental design and the usefulness of the results. There are indications that the data reveal real differences between the learning experiences in the lecture sessions and the computer laboratories. It appears that in some respects the computer tutorials were more effective in conveying the concepts than the lecture sessions were. A method of analysing and representing the data, that tracks the extent of learning of concepts through the pre- and post-tests, was developed. It allows for the performance of sub-groups of students to be examined separately. This analysis shows that simple definitions of disadvantage (such as having English as a second language) are inadequate to account for the poor performance of students in the lower quartile. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10