SIGHT, SOUND, TOUCH: ADDRESSING SENSORY LEARNING IN A COLLEGE ALGEBRA COURSE

Over three spring semesters, a college algebra course was delivered in three different ways in an attempt to address the needs of sensory learners. Originally a lecture-based course, the second semester the white-board based lecture was replaced by an interactive PowerPoint presentation offering aspects intended to address both visual and auditory learners, including animations and use of color. The third semester the class was further augmented by the addition of partially completed handouts based upon the presentations in order to engage kinesthetic learners. All other aspects, including content and instructor, were fixed. A similar schedule was followed for each class, each was offered around the same time of day, and each class used comparable quizzes and tests. Both success rates and course GPAs were then computed to see what effect these changes had compared with the original lecture-based class and what lessons could be learned.