Performance and Attitude in Relation to Gender in a Computer Aided Developmental Math Class

Autor/in	Ali, Parveen
Titel	Performance and Attitude in Relation to Gender in a Computer Aided Developmental Math Class
Quelle	In: Research & Teaching in Developmental Education, (2020), S.17-22 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-3364
Schlagwörter	Mathematics Instruction; Student Attitudes; Performance; Gender Differences; Computer Assisted Instruction; Remedial Mathematics; Developmental Studies Programs; Teaching Methods; Electronic Learning; Test Construction; Attitude Change; Mathematics Achievement; Undergraduate Students; Program Effectiveness; Pennsylvania + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Schülerverhalten; Achievement; Leistung; Geschlechterkonflikt; Computer based training; Computerunterstützter Unterricht; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Teaching method; Lehrmethode; Unterrichtsmethode; Testaufbau; Attitudinal change; Einstellungsänderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	In a traditional math classroom, a math teacher demonstrates procedures to solve a math problem from a math lesson on board. Students follow the same procedures using the same concepts to solve their homework or drill assignments. This method of math instruction is continued day after day (Ferguson, 2006). This route memorization of procedures treats all students the same even though they may have different learning styles and different motivations to learn. It is ineffective in engaging students and providing adequate individual assistance (Ferguson, 2006: Twigg, 2009). The traditional class instruction by developmental math faculty at many community colleges and universities has been replaced by individualized computer-assisted instruction. One of the computer-assisted redesigns is the Emporium Model which was first developed by Virginia Tech in 1999 (Wilder & Berry, 2016). The Emporium Model eliminates all lectures and relies heavily on instructional software, interactive tutorials, practice exercises, and online quizzes (Twigg, 2003). While the research on student attitudes toward math in the traditional classroom is quite vast, the Emporium math classroom model is non-traditional (Bishop, 2010). This study is important because it seeks to add to the body of research on the Emporium-designed math model and its effect on attitudes and achievements of developmental students. The current study focuses on: (1) the development of an instrument that measures developmental students' attitudes toward computer aided (Emporium Model) math instruction; (2) the exploration of whether student attitude changes after taking an Emporium Model developmental math course; (3) the impact of course performance on student attitude towards Emporium Model math learning; and (4) the investigation of whether attitude and performance differ by gender. The results of the study suggest that male students in a technology-based math class are not necessarily better than female students in their math performances or attitudes. (ERIC).
Anmerkungen	New York College Learning Skills Association. Web site: http://www.nyclsa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01