The Effectiveness of Blended Instruction in Core Postsecondary Mathematics Courses

Autor/inn/en	Bargagliotti, Anna; Botelho, Fernanda; Gleason, Jim; Haddock, John; Windsor, Alistair
Titel	The Effectiveness of Blended Instruction in Core Postsecondary Mathematics Courses
Quelle	In: International Journal for Technology in Mathematics Education, 19 (2012) 3, S.83-94 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Mathematics Achievement; School Holding Power; Algebra; Blended Learning; Calculus; White Students; Educational Technology; College Mathematics; Mathematics Instruction; College Students; Comparative Analysis; Teaching Methods; Academic Persistence; Conventional Instruction; Tennessee + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Most students in U.S. universities are required to take a collection of core courses regardless of their degree or major. These courses are known as "general education" courses. The general education requirements typically include at least one mathematics course. Unfortunately each year hundreds of thousands of students in the US do not succeed in these general education mathematics courses causing them to act as a barrier to degree completion. Low student success rates in these courses are pervasive, and it is well documented that the U.S. needs to improve student success and retention in general education mathematics courses. In this paper, we compare the impact of a new instructional style on student retention and success in three general education mathematics courses. The new instructional style, that we have dubbed the Memphis Mathematics Method (MMM), is a blended learning instructional model, developed in conjunction with the National Center for Academic Transformation (NCAT). Our control consists of conventional lectures using identical syllabuses. The data contains 12,261 enrollments in College Algebra, Foundations of Mathematics, and Elementary Calculus over the Fall 2007 to Spring 2010 terms at the University of Memphis. Our results show the MMM was positive and significant for raising success rates particularly in Elementary Calculus. In addition, the results show the MMM as a potential vehicle for closing the achievement gap between black and white students in such courses. (Contains 1 figure and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10