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	12 (2019) 3, S.484-513 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; Computer Assisted Instruction; Community Colleges; Two Year College Students; Remedial Instruction; Mathematics Achievement; Low Achievement; Educational Change; Instructional Effectiveness; Comparative Analysis; Teaching Methods; Independent Study; Outcomes of Education; Mathematics Teachers; Teacher Characteristics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; Community college; Community College; Förderkurs; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Bildungsreform; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Lernleistung; Schulerfolg; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
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. [This article was published in "Journal of Research on Educational Effectiveness" (EJ1229042).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11