About this paper

Appears in:
Pages: 7164-7169
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.2706

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

A COMPARATIVE STUDY OF THREE MODES OF INSTRUCTION DELIVERY OF A COLLEGE ALGEBRA COURSE

A. Chekour

University of Cincinnati (UNITED STATES)
Colleges and universities are trying alternative instructional approaches to improve the teaching of developmental mathematics, with the goal of increasing the number of students who have the skills and knowledge, required for college-level math courses, and for the twenty-first century workforce. Computers and the Internet make possible new methods of delivering instruction so students will have choices of when, where, and how they learn math. The purpose of this study was to compare academic performance of students enrolled in three sections of a College Algebra course using traditional, hybrid and online modes of instruction. A quasi-experimental study design was conducted using Repeated-Measures, One-Way Analysis of Variance (ANOVA) to delineate the difference between mathematics pretest and post-test scores. Students enrolled in the hybrid mode section made significant gains in their math performance, over students enrolled in the other two modes. Surprisingly, same test revealed slightly better performance for online mode students than students from conventional mode of instruction.
@InProceedings{CHEKOUR2017ACO,
author = {Chekour, A.},
title = {A COMPARATIVE STUDY OF THREE MODES OF INSTRUCTION DELIVERY OF A COLLEGE ALGEBRA COURSE},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.2706},
url = {http://dx.doi.org/10.21125/edulearn.2017.2706},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {7164-7169}}
TY - CONF
AU - A. Chekour
TI - A COMPARATIVE STUDY OF THREE MODES OF INSTRUCTION DELIVERY OF A COLLEGE ALGEBRA COURSE
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.2706
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 7164
EP - 7169
ER -
A. Chekour (2017) A COMPARATIVE STUDY OF THREE MODES OF INSTRUCTION DELIVERY OF A COLLEGE ALGEBRA COURSE, EDULEARN17 Proceedings, pp. 7164-7169.
User:
Pass: