Computer-Based Math Remediation: Evidence from Technology-Centered Instruction in Two-Year and Four-Year Colleges. A CAPR Working Paper

Autor/in	Boatman, Angela
Institution	Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR); Columbia University, Community College Research Center; MDRC
Titel	Computer-Based Math Remediation: Evidence from Technology-Centered Instruction in Two-Year and Four-Year Colleges. A CAPR Working Paper
Quelle	(2019), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Instruction; Educational Technology; Remedial Mathematics; Two Year Colleges; Two Year College Students; Public Colleges; Program Effectiveness; Teaching Methods; Mathematics Achievement; Academic Persistence; Graduation Rate; Conventional Instruction; Lecture Method; Gender Differences; Age Differences; Scores; College Entrance Examinations; Tennessee; ACT Assessment + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Under a hybrid emporium instructional model, students primarily learn content and skills at their own pace through a computer-based platform; during class time, faculty serve more as tutors facilitating individual learning rather than as traditional lecturers. This study evaluates the adoption of this technology-centered instructional model in developmental math courses at public two- and four-year colleges in Tennessee. Using nine years of student enrollment and transcript data (2006-07 to 2015-16) provided by the Tennessee Board of Regents, this paper examines the effects of technology-centered instruction in developmental math courses on students' course pass rates, persistence rates, and completion rates, compared to students' outcomes in traditional lecture-based developmental math courses. While much of the prior research on the effects of technology-centered instruction has applied to students from a wide range of academic backgrounds, the primary objective of this paper is to discern whether technology-centered instruction is helpful (or harmful) for students who are academically underprepared for college. Using a difference-in-differences analytic model to exploit variations in institutions' timelines in adopting the hybrid emporium model, I find that, for community college students, being assigned to a technology-centered developmental math course led to lower pass rates in their first college-level math course, fewer cumulative credits earned over time, and a lower likelihood of earning an associate degree within six years, as compared to students assigned to traditional developmental math courses. At four-year colleges, the adoption of this new instructional model resulted in a higher percentage of students passing their developmental math courses and thus spending fewer terms in developmental math. However, the pass rates of these students in their first college-level math courses were lower than those of students who were assigned to traditional developmental math courses. The magnitude of the effects varied by gender, age, and ACT math score. (As Provided).
Anmerkungen	Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01