This document summarizes a study that examined student perceptions of using the online homework program MyMathLab in a developmental mathematics course. The study utilized surveys with Likert-scale and open-ended questions to understand student comfort with technology, challenges, impact on understanding, and benefits. The results could help instructors and courseware developers better meet student needs. The study was conducted with 149 students enrolled in an Intermediate Algebra course at a Texas university that used MyMathLab for homework assignments.
EFFECT OF MIND MAPS ON STUDENTS’ INTEREST AND ACHIEVEMENT IN MEASURES OF CENT...Gabriel Ken
The purpose of this work was to investigate the effect of Mind Maps on students’ interest and achievement in measures of central tendency. To ascertain the effect of teaching method and gender on the learners’ interest and achievement, four research questions and six null hypotheses guided the study.
Research of Influencing Factors of College Students’ Personalized Learning Ba...inventionjournals
Smart learning environment, as a high form of digital learning environment, accelerates the wide spread of personalized learning supported by Information Technology. Based on the literature analysis and Delphi method, this paper constructs a scale of influencing factors of college students’ personalized learning based on smart learning environment. By factors analysis, descriptive statistical analysis, average difference test and regression analysis, this paper obtains four factors that affect college students’ personalized learning based on smart learning environment, i.e. learner factor, teacher factor, learning environment factor and learning resource factor, and explores the relationship among these factors through structural equation model. The purpose of this paper is not only to provide a theoretical basis for further study, but also to provide advice and guidance for the effective launching of personalized learning based on smart learning environment, which helps to stimulate college students’ potential and expertise, teach according to each student's individual differences, and promote the educational reform.
EFFECT OF MIND MAPS ON STUDENTS’ INTEREST AND ACHIEVEMENT IN MEASURES OF CENT...Gabriel Ken
The purpose of this work was to investigate the effect of Mind Maps on students’ interest and achievement in measures of central tendency. To ascertain the effect of teaching method and gender on the learners’ interest and achievement, four research questions and six null hypotheses guided the study.
Research of Influencing Factors of College Students’ Personalized Learning Ba...inventionjournals
Smart learning environment, as a high form of digital learning environment, accelerates the wide spread of personalized learning supported by Information Technology. Based on the literature analysis and Delphi method, this paper constructs a scale of influencing factors of college students’ personalized learning based on smart learning environment. By factors analysis, descriptive statistical analysis, average difference test and regression analysis, this paper obtains four factors that affect college students’ personalized learning based on smart learning environment, i.e. learner factor, teacher factor, learning environment factor and learning resource factor, and explores the relationship among these factors through structural equation model. The purpose of this paper is not only to provide a theoretical basis for further study, but also to provide advice and guidance for the effective launching of personalized learning based on smart learning environment, which helps to stimulate college students’ potential and expertise, teach according to each student's individual differences, and promote the educational reform.
Psychosocial Factors which Influence College Student’s Academic PathwayINFOGAIN PUBLICATION
This research purpose is to identify psychosocial factors, which influence students decision for academic field. In this research there were used motivational questionnaire (identifying respondent’s portrait), Rosenberg Self-esteem Scale, Academic Motivation Scale (AMS) and Motivated Strategies for Learning Questionnaire (MSLQ). These instruments were applied on a sample of 170 students of both sexes from the faculties located in Bucharest. The data are introduced and operationalized with the Microsoft Excel (2007) and Statistical Package for the Social Sciences (IBM SPSS Statistics, v.20). The research results identifies that family, personal skills influenced students’ academic filed. Also, it show that high self-esteem is correlated with high academic motivation and high motivation for earning. This is also confirmed by other studies where high self-esteem and strength is an important factor in the prediction of academic achievement in students (Mohammad, A. 2010).
The study explores the effect of Smart class on the Academic Achievement of students. The sample consisted of 60 students (15 boys & 15 girls in each group) from two higher secondary schools of Bhilai city, Durg (C.G.). The samples were taken from class VIII students having academic achievement of 60% to 65% of scores in the formative assessments and first Summative assessment. An academic achievement test developed by both the subject teachers was used as data collection tool. The thirty students, fifteen boys and fifteen girls, from the first school formed the experimental group and same number of boys and girls from the second school was treated as control group. The experimental group was taught a topic from Science subject through smart class and the control group was taught the same topic through the traditional method of teaching. An achievement test was administered to both the groups after the completion of topic. Scores were analysed to find out which group fared better.
Primary education in Kenya is divided into two levels: lower and upper primary. Successful transition of pupils to upper primary in an education system is dependent on pupils’ masterly of lower primary curriculum. Lower primary curriculum masterly gaps, therefore implies that pupils may encounter challenges in upper primary which may translate to low quality achievement of pupils in upper primary. This appears to be the case in Kenya in general and Nakuru County in particular if pupils’ performance in the Kenya Certificate of Primary Education (KCPE) exit examination is anything to go by. Although level of pupils’ preparedness is dependent on many factors, the study zeroed in on school social capital for it was construed as a critical correlate for quality learning in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and subsequently analysed using simple regression statistic at 0.05 alpha level. The analysis revealed a linear but insignificant relationship (F= 3.491; df= 253; P>.05) between school social capital and level of pupils’ preparedness for upper primary in the study locale. The study further showed that the beta value (β= -0.019) was negative and statistically insignificant (t= -0.310; P> 0.05). This finding implied that the selected aspects of social capital had a negative effect on pupils’ preparedness for upper primary although the impact was not statistically significant. The adjusted R2 value (R2= 0.0031) further indicated that the focused facets of school social capital only accounted for 0.31% of variation in pupils’ preparedness for upper primary. The study offers useful insights on how schools can build social capital with a view to enhancing their capacity to effectively prepare pupils’ for upper primary and thereby raise their chances of excelling in the KCPE examination.
Statistical Scoring Algorithm for Learning and Study Skillsertekg
İndirmek için Bağlantı > https://ertekprojects.com/gurdal-ertek-publications/blog/statistical-scoring-algorithm-for-learning-and-study-skills/
This study examines the study skills and the learning styles of university students by using scoring method. The study investigates whether the study skills can be summarized in a single universal score that measures how hard a student works. The sample consists of 418 undergraduate students of an international university. The presented scoring was method adapted from the domain of risk management. The proposed method computes an overall score that represents the study skills, using a linear weighted summation scheme. From among 50 questions regarding to learning and study skills, the 30 highest weighted questions are suggested to be used in the future studies as a learning and study skills inventor. The proposed scoring method and study yield results and insights that can guide educators regarding how they can improve their students’ study skills. The main point drawn from this study is that the students greatly value opportunities for interaction with instructors and peers, cooperative learning and active engagement in lectures.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
EVALUATE THE AFFECTED FACTORS ON STUDENTS’ MATHEMATICS PERFORMANCE IN RURAL A...ijejournal
Student’s ability in mathematics is an important component regarding with their cognitive achievement. There is a general assumption among educationists that mathematics can develop people’s logical and analytical thinking. G.C.E. ordinary level exam in the Sri Lanka is an important stage to make a clear
picture of student’s mathematical ability in Sri Lanka. Unfortunately, student’s results regarding with mathematics is so week in Sri Lanka. This study aimed to find the affected factors on student’s mathematics performance. This study has done as a case study in Passara educational zone, Sri Lanka. Multiple liner regression analysis used as the estimation technique. This study finalized that tuition class hours, education level of the most helpful person for student’s education at home and student teacher ratio at class room in school make significant effect on student’s mathematics performance. So, it’s clear that to improve the results regarding with mathematics in considering area should improve and provide the educational sources for students.
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
Some personal perspectives on OpenStack, which may not accurately reflect the opinion of my employer, OpenStack, or my parents.
I gave this presentation for the SDForum at Stanford Sept 28th, 2010.
Psychosocial Factors which Influence College Student’s Academic PathwayINFOGAIN PUBLICATION
This research purpose is to identify psychosocial factors, which influence students decision for academic field. In this research there were used motivational questionnaire (identifying respondent’s portrait), Rosenberg Self-esteem Scale, Academic Motivation Scale (AMS) and Motivated Strategies for Learning Questionnaire (MSLQ). These instruments were applied on a sample of 170 students of both sexes from the faculties located in Bucharest. The data are introduced and operationalized with the Microsoft Excel (2007) and Statistical Package for the Social Sciences (IBM SPSS Statistics, v.20). The research results identifies that family, personal skills influenced students’ academic filed. Also, it show that high self-esteem is correlated with high academic motivation and high motivation for earning. This is also confirmed by other studies where high self-esteem and strength is an important factor in the prediction of academic achievement in students (Mohammad, A. 2010).
The study explores the effect of Smart class on the Academic Achievement of students. The sample consisted of 60 students (15 boys & 15 girls in each group) from two higher secondary schools of Bhilai city, Durg (C.G.). The samples were taken from class VIII students having academic achievement of 60% to 65% of scores in the formative assessments and first Summative assessment. An academic achievement test developed by both the subject teachers was used as data collection tool. The thirty students, fifteen boys and fifteen girls, from the first school formed the experimental group and same number of boys and girls from the second school was treated as control group. The experimental group was taught a topic from Science subject through smart class and the control group was taught the same topic through the traditional method of teaching. An achievement test was administered to both the groups after the completion of topic. Scores were analysed to find out which group fared better.
Primary education in Kenya is divided into two levels: lower and upper primary. Successful transition of pupils to upper primary in an education system is dependent on pupils’ masterly of lower primary curriculum. Lower primary curriculum masterly gaps, therefore implies that pupils may encounter challenges in upper primary which may translate to low quality achievement of pupils in upper primary. This appears to be the case in Kenya in general and Nakuru County in particular if pupils’ performance in the Kenya Certificate of Primary Education (KCPE) exit examination is anything to go by. Although level of pupils’ preparedness is dependent on many factors, the study zeroed in on school social capital for it was construed as a critical correlate for quality learning in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and subsequently analysed using simple regression statistic at 0.05 alpha level. The analysis revealed a linear but insignificant relationship (F= 3.491; df= 253; P>.05) between school social capital and level of pupils’ preparedness for upper primary in the study locale. The study further showed that the beta value (β= -0.019) was negative and statistically insignificant (t= -0.310; P> 0.05). This finding implied that the selected aspects of social capital had a negative effect on pupils’ preparedness for upper primary although the impact was not statistically significant. The adjusted R2 value (R2= 0.0031) further indicated that the focused facets of school social capital only accounted for 0.31% of variation in pupils’ preparedness for upper primary. The study offers useful insights on how schools can build social capital with a view to enhancing their capacity to effectively prepare pupils’ for upper primary and thereby raise their chances of excelling in the KCPE examination.
Statistical Scoring Algorithm for Learning and Study Skillsertekg
İndirmek için Bağlantı > https://ertekprojects.com/gurdal-ertek-publications/blog/statistical-scoring-algorithm-for-learning-and-study-skills/
This study examines the study skills and the learning styles of university students by using scoring method. The study investigates whether the study skills can be summarized in a single universal score that measures how hard a student works. The sample consists of 418 undergraduate students of an international university. The presented scoring was method adapted from the domain of risk management. The proposed method computes an overall score that represents the study skills, using a linear weighted summation scheme. From among 50 questions regarding to learning and study skills, the 30 highest weighted questions are suggested to be used in the future studies as a learning and study skills inventor. The proposed scoring method and study yield results and insights that can guide educators regarding how they can improve their students’ study skills. The main point drawn from this study is that the students greatly value opportunities for interaction with instructors and peers, cooperative learning and active engagement in lectures.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
EVALUATE THE AFFECTED FACTORS ON STUDENTS’ MATHEMATICS PERFORMANCE IN RURAL A...ijejournal
Student’s ability in mathematics is an important component regarding with their cognitive achievement. There is a general assumption among educationists that mathematics can develop people’s logical and analytical thinking. G.C.E. ordinary level exam in the Sri Lanka is an important stage to make a clear
picture of student’s mathematical ability in Sri Lanka. Unfortunately, student’s results regarding with mathematics is so week in Sri Lanka. This study aimed to find the affected factors on student’s mathematics performance. This study has done as a case study in Passara educational zone, Sri Lanka. Multiple liner regression analysis used as the estimation technique. This study finalized that tuition class hours, education level of the most helpful person for student’s education at home and student teacher ratio at class room in school make significant effect on student’s mathematics performance. So, it’s clear that to improve the results regarding with mathematics in considering area should improve and provide the educational sources for students.
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
Some personal perspectives on OpenStack, which may not accurately reflect the opinion of my employer, OpenStack, or my parents.
I gave this presentation for the SDForum at Stanford Sept 28th, 2010.
Dr. Margaret Curette Patton, PhD Dissertation, Dr. William Allan Kritsonis, D...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Committee for Dr. Margaret Curette Patton, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Dr. Fred C. Lunenburg[1]. environmental hazards in america's schools focus v4...William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com
Holt, donna at cross purposes with a developmental mathematics course focus v...William Kritsonis
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
At Cross-Purposes with a Developmental Methematics Course: Perceptions of Stu...William Kritsonis
At Cross-Purposes with a Developmental Methematics Course: Perceptions of Students on the Use of MyMathLab by Dr. William Holt, Dr. Rick Lumadue, Donna Holt - Published in NATIONAL FORUM JOURNALS, www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Hemmer, lynn a cross case state analysis ijobe v2 n1 2014William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...INFOGAIN PUBLICATION
Belief-change among students in mathematics learning is an elemental source of concern in the field of mathematics education. In the Philippines, BS Mathematics is one of the programs less chosen by many students. In spite of the efforts of the schools to market the program, it remains in the last options for those who are planning to take mathematics in the tertiary level. This study, through a qualitative research, explores the beliefs and feelings of BS Mathematics students of De La Salle Lipa about engaging in and learning Mathematics. It presents the change in beliefs of the students particularly those who did not intend to enroll in the said program. The views and feelings expressed by the subjects during a face-to-face interview reflect the kind of experience they have in school. The findings of the study indicate that (negative) beliefs of the students about pursuing mathematics as a program and learning the subject can change with the sound support of the school to provide an encouraging and learning environment. Such can eventually promote positive reception and achievement in the subject among the students.
Thomas, ingrid a using instructional strategies nftej v25 n 3 2015William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Thomas, ingrid a using instructional strategies nftej v25 n 3 2015William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Eunetra Ellison Simpson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Discussion 5Critically think about ethnocentrism, culture, andLyndonPelletier761
Discussion 5
Critically think about ethnocentrism, culture, and how these concepts impact research. Familiarize yourself with the objectives in Module 5 as well as the assigned course materials, videos, articles, and introduction. Use the assigned readings for this week as a primary reference as well as material from the Saint Leo Online Library for peer reviewed sources and to find relevance to this week’s topic. Please share your information with our classmates on this thread.
Questions:
1. Define culture, ethnocentrism and social construction. What are ways in which ethnocentrism can be avoided when conducting research? What core values or ethical principles are violated when ethnocentrism is not avoided and is included in research in the form of a bias?
2. How does avoiding ethnocentrism and including diversity in one’s research positively impact the quality of one’s work? How will you use what you have learned about diversity and ethnocentrism in your own life both as a student and in a future career in the field of psychology?
Articles to read:
Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5. Retrieved from http://www.qualitative-research.net/index.php/fqs /article/view/572/1241
Medin, D. L., & Lee, C. D. (2012). Presidential column. Diversity makes better science. Observer, 25. Retrieved from http://www. psychologicalscience.org/ index.php/publications/ observer/2012/may-june-12/diversity-makes-better-science.html
Redding, R. E. (2001). Sociopolitical diversity in psychology: The case for pluralism. American Psychologist, 56(3), 205-215. doi:10.1037/0003-066X.56.3.205
5
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Interview Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Interview Questions
1. What parameters/Indicators are used to determine whether a student is college-ready or not?
The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their con ...
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Similar to Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS - www.nationalforum.com (20)
Experience the thrill of Progressive Puzzle Adventures, like Scavenger Hunt Games and Escape Room Activities combined Solve Treasure Hunt Puzzles online.
Create a Seamless Viewing Experience with Your Own Custom OTT Player.pdfGenny Knight
As the popularity of online streaming continues to rise, the significance of providing outstanding viewing experiences cannot be emphasized enough. Tailored OTT players present a robust solution for service providers aiming to enhance their offerings and engage audiences in a competitive market. Through embracing customization, companies can craft immersive, individualized experiences that effectively hold viewers' attention, entertain them, and encourage repeat usage.
Meet Crazyjamjam - A TikTok Sensation | Blog EternalBlog Eternal
Crazyjamjam, the TikTok star everyone's talking about! Uncover her secrets to success, viral trends, and more in this exclusive feature on Blog Eternal.
Source: https://blogeternal.com/celebrity/crazyjamjam-leaks/
Scandal! Teasers June 2024 on etv Forum.co.zaIsaac More
Monday, 3 June 2024
Episode 47
A friend is compelled to expose a manipulative scheme to prevent another from making a grave mistake. In a frantic bid to save Jojo, Phakamile agrees to a meeting that unbeknownst to her, will seal her fate.
Tuesday, 4 June 2024
Episode 48
A mother, with her son's best interests at heart, finds him unready to heed her advice. Motshabi finds herself in an unmanageable situation, sinking fast like in quicksand.
Wednesday, 5 June 2024
Episode 49
A woman fabricates a diabolical lie to cover up an indiscretion. Overwhelmed by guilt, she makes a spontaneous confession that could be devastating to another heart.
Thursday, 6 June 2024
Episode 50
Linda unwittingly discloses damning information. Nhlamulo and Vuvu try to guide their friend towards the right decision.
Friday, 7 June 2024
Episode 51
Jojo's life continues to spiral out of control. Dintle weaves a web of lies to conceal that she is not as successful as everyone believes.
Monday, 10 June 2024
Episode 52
A heated confrontation between lovers leads to a devastating admission of guilt. Dintle's desperation takes a new turn, leaving her with dwindling options.
Tuesday, 11 June 2024
Episode 53
Unable to resort to violence, Taps issues a verbal threat, leaving Mdala unsettled. A sister must explain her life choices to regain her brother's trust.
Wednesday, 12 June 2024
Episode 54
Winnie makes a very troubling discovery. Taps follows through on his threat, leaving a woman reeling. Layla, oblivious to the truth, offers an incentive.
Thursday, 13 June 2024
Episode 55
A nosy relative arrives just in time to thwart a man's fatal decision. Dintle manipulates Khanyi to tug at Mo's heartstrings and get what she wants.
Friday, 14 June 2024
Episode 56
Tlhogi is shocked by Mdala's reaction following the revelation of their indiscretion. Jojo is in disbelief when the punishment for his crime is revealed.
Monday, 17 June 2024
Episode 57
A woman reprimands another to stay in her lane, leading to a damning revelation. A man decides to leave his broken life behind.
Tuesday, 18 June 2024
Episode 58
Nhlamulo learns that due to his actions, his worst fears have come true. Caiphus' extravagant promises to suppliers get him into trouble with Ndu.
Wednesday, 19 June 2024
Episode 59
A woman manages to kill two birds with one stone. Business doom looms over Chillax. A sobering incident makes a woman realize how far she's fallen.
Thursday, 20 June 2024
Episode 60
Taps' offer to help Nhlamulo comes with hidden motives. Caiphus' new ideas for Chillax have MaHilda excited. A blast from the past recognizes Dintle, not for her newfound fame.
Friday, 21 June 2024
Episode 61
Taps is hungry for revenge and finds a rope to hang Mdala with. Chillax's new job opportunity elicits mixed reactions from the public. Roommates' initial meeting starts off on the wrong foot.
Monday, 24 June 2024
Episode 62
Taps seizes new information and recruits someone on the inside. Mary's new job
Maximizing Your Streaming Experience with XCIPTV- Tips for 2024.pdfXtreame HDTV
In today’s digital age, streaming services have become an integral part of our entertainment lives. Among the myriad of options available, XCIPTV stands out as a premier choice for those seeking seamless, high-quality streaming. This comprehensive guide will delve into the features, benefits, and user experience of XCIPTV, illustrating why it is a top contender in the IPTV industry.
Young Tom Selleck: A Journey Through His Early Years and Rise to Stardomgreendigital
Introduction
When one thinks of Hollywood legends, Tom Selleck is a name that comes to mind. Known for his charming smile, rugged good looks. and the iconic mustache that has become synonymous with his persona. Tom Selleck has had a prolific career spanning decades. But, the journey of young Tom Selleck, from his early years to becoming a household name. is a story filled with determination, talent, and a touch of luck. This article delves into young Tom Selleck's life, background, early struggles. and pivotal moments that led to his rise in Hollywood.
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Early Life and Background
Family Roots and Childhood
Thomas William Selleck was born in Detroit, Michigan, on January 29, 1945. He was the second of four children in a close-knit family. His father, Robert Dean Selleck, was a real estate investor and executive. while his mother, Martha Selleck, was a homemaker. The Selleck family relocated to Sherman Oaks, California. when Tom was a child, setting the stage for his future in the entertainment industry.
Education and Early Interests
Growing up, young Tom Selleck was an active and athletic child. He attended Grant High School in Van Nuys, California. where he excelled in sports, particularly basketball. His tall and athletic build made him a standout player, and he earned a basketball scholarship to the University of Southern California (U.S.C.). While at U.S.C., Selleck studied business administration. but his interests shifted toward acting.
Discovery of Acting Passion
Tom Selleck's journey into acting was serendipitous. During his time at U.S.C., a drama coach encouraged him to try acting. This nudge led him to join the Hills Playhouse, where he began honing his craft. Transitioning from an aspiring athlete to an actor took time. but young Tom Selleck became drawn to the performance world.
Early Career Struggles
Breaking Into the Industry
The path to stardom was a challenging one for young Tom Selleck. Like many aspiring actors, he faced many rejections and struggled to find steady work. A series of minor roles and guest appearances on television shows marked his early career. In 1965, he debuted on the syndicated show "The Dating Game." which gave him some exposure but did not lead to immediate success.
The Commercial Breakthrough
During the late 1960s and early 1970s, Selleck began appearing in television commercials. His rugged good looks and charismatic presence made him a popular brand choice. He starred in advertisements for Pepsi-Cola, Revlon, and Close-Up toothpaste. These commercials provided financial stability and helped him gain visibility in the industry.
Struggling Actor in Hollywood
Despite his success in commercials. breaking into large acting roles remained a challenge for young Tom Selleck. He auditioned and took on small parts in T.V. shows and movies. Some of his early television appearances included roles in popular series like Lancer, The F.B.I., and Bracken's World. But, it would take a
Panchayat Season 3 - Official Trailer.pdfSuleman Rana
The dearest series "Panchayat" is set to make a victorious return with its third season, and the fervor is discernible. The authority trailer, delivered on May 28, guarantees one more enamoring venture through the country heartland of India.
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New Difficulties and Experiences
The trailer indicates new difficulties anticipating the characters, as Abhishek keeps on wrestling with his part in the town and his yearnings for a superior future. The series has reliably offset humor with social editorial, and Season 3 looks ready to dig much more profound into the intricacies of rustic organization and self-awareness.
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As the delivery date draws near, expectation for "Panchayat" Season 3 is at a record-breaking high. The authority trailer has previously created critical buzz, with fans enthusiastically anticipating the continuation of Abhishek Tripathi's excursion and the new undertakings that lie ahead in Phulera.
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From the Editor's Desk: 115th Father's day Celebration - When we see Father's day in Hindu context, Nanda Baba is the most vivid figure which comes to the mind. Nanda Baba who was the foster father of Lord Krishna is known to provide love, care and affection to Lord Krishna and Balarama along with his wife Yashoda; Letter’s to the Editor: Mother's Day - Mother is a precious life for their children. Mother is life breath for her children. Mother's lap is the world happiness whose debt can never be paid.
In the vast landscape of cinema, stories have been told, retold, and reimagined in countless ways. At the heart of this narrative evolution lies the concept of a "remake". A successful remake allows us to revisit cherished tales through a fresh lens, often reflecting a different era's perspective or harnessing the power of advanced technology. Yet, the question remains, what makes a remake successful? Today, we will delve deeper into this subject, identifying the key ingredients that contribute to the success of a remake.
From Slave to Scourge: The Existential Choice of Django Unchained. The Philos...Rodney Thomas Jr
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Welcome to SSA Philosophy, your ultimate destination for diving deep into the profound philosophies of iconic characters from video games, movies, and TV shows. In this episode, we explore the powerful journey and existential philosophy of Django Freeman from Quentin Tarantino’s masterful film, "Django Unchained," in our video titled, "From Slave to Scourge: The Existential Choice of Django Unchained. The Philosophy of Django Freeman!"
From Slave to Scourge: The Existential Choice of Django Unchained – The Philosophy of Django Freeman!
Join me as we delve into the existential philosophy of Django Freeman, uncovering the profound lessons and timeless wisdom his character offers. Through his story, we find inspiration in the power of choice, the quest for justice, and the courage to defy oppression. Django Freeman’s philosophy is a testament to the human spirit’s unyielding drive for freedom and justice.
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Django Freeman’s story is one of the most compelling narratives of transformation and empowerment in cinema. A former slave turned relentless bounty hunter, Django’s journey is not just a physical liberation but an existential quest for identity, justice, and retribution. This video delves into the core philosophical elements that define Django’s character and the profound choices he makes throughout his journey.
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As a film director, I have always been awestruck by the magic of animation. Animation, a medium once considered solely for the amusement of children, has undergone a significant transformation over the years. Its evolution from a rudimentary form of entertainment to a sophisticated form of storytelling has stirred my creativity and expanded my vision, offering limitless possibilities in the realm of cinematic storytelling.
Tom Selleck Net Worth: A Comprehensive Analysisgreendigital
Over several decades, Tom Selleck, a name synonymous with charisma. From his iconic role as Thomas Magnum in the television series "Magnum, P.I." to his enduring presence in "Blue Bloods," Selleck has captivated audiences with his versatility and charm. As a result, "Tom Selleck net worth" has become a topic of great interest among fans. and financial enthusiasts alike. This article delves deep into Tom Selleck's wealth, exploring his career, assets, endorsements. and business ventures that contribute to his impressive economic standing.
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Early Life and Career Beginnings
The Foundation of Tom Selleck's Wealth
Born on January 29, 1945, in Detroit, Michigan, Tom Selleck grew up in Sherman Oaks, California. His journey towards building a large net worth began with humble origins. , Selleck pursued a business administration degree at the University of Southern California (USC) on a basketball scholarship. But, his interest shifted towards acting. leading him to study at the Hills Playhouse under Milton Katselas.
Minor roles in television and films marked Selleck's early career. He appeared in commercials and took on small parts in T.V. series such as "The Dating Game" and "Lancer." These initial steps, although modest. laid the groundwork for his future success and the growth of Tom Selleck net worth. Breakthrough with "Magnum, P.I."
The Role that Defined Tom Selleck's Career
Tom Selleck's breakthrough came with the role of Thomas Magnum in the CBS television series "Magnum, P.I." (1980-1988). This role made him a household name and boosted his net worth. The series' popularity resulted in Selleck earning large salaries. leading to financial stability and increased recognition in Hollywood.
"Magnum P.I." garnered high ratings and critical acclaim during its run. Selleck's portrayal of the charming and resourceful private investigator resonated with audiences. making him one of the most beloved television actors of the 1980s. The success of "Magnum P.I." played a pivotal role in shaping Tom Selleck net worth, establishing him as a major star.
Film Career and Diversification
Expanding Tom Selleck's Financial Portfolio
While "Magnum, P.I." was a cornerstone of Selleck's career, he did not limit himself to television. He ventured into films, further enhancing Tom Selleck net worth. His filmography includes notable movies such as "Three Men and a Baby" (1987). which became the highest-grossing film of the year, and its sequel, "Three Men and a Little Lady" (1990). These box office successes contributed to his wealth.
Selleck's versatility allowed him to transition between genres. from comedies like "Mr. Baseball" (1992) to westerns such as "Quigley Down Under" (1990). This diversification showcased his acting range. and provided many income streams, reinforcing Tom Selleck net worth.
Television Resurgence with "Blue Bloods"
Sustaining Wealth through Consistent Success
In 2010, Tom Selleck began starring as Frank Reagan i
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1. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
VOLUME 6, NUMBER 1, 2012
1
At Cross-Purposes with a Developmental Mathematics
Course: Perceptions of Students on the Use of
MyMathLab
Donna Holt, MS
Graduate Assistant
Department of Mathematics
Texas A&M University- Commerce
Commerce, TX
William Holt, EdD
Assistant Professor
Department of Educational Leadership
College of Education and Human Services
Texas A&M University-Commerce
Commerce, TX
Rick Lumadue, PhD
Assistant Professor
Department of Educational Leadership
College of Education and Human Services
Texas A&M University-Commerce
Commerce, TX
________________________________________________________________________
Abstract
This study examined student perceptions of web-based coursework in a developmental
mathematics course. Researchers utilized qualitative and quantitative methods to analyze
student responses regarding self-efficacy, content delivery options, and impact on
mathematical understandings. Research indicates a positive perception of the impact on
concept attainment with some reservations concerning content formatting.
________________________________________________________________________
2. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
2____________________________________________________________________________________
The completion of an undergraduate college degree in the United States has
become, for most people, a prerequisite for future personal and career success. As
students of diverse backgrounds begin undergraduate coursework in ever-increasing
numbers, colleges and universities must make efforts to meet the needs of a changing
student population. With increased enrollment come students with varied preparation
levels. Many of these students will require focused support to become successful college
program graduates. According to the U.S. Department of Education’s National Center for
Education Statistics (NCES), more than one third of the nation’s entering college
freshmen will require remedial coursework to prepare them for college-level mathematics
and English courses (NCES, 2003). As a result of an open admissions policy, Texas
community colleges and state universities have a greater number of students requiring
remedial courses than private colleges (THECB, 2002). Students entering with academic
deficiencies are more likely to be underprepared in mathematics than in reading or
English (NCES, 2003). The initial developmental mathematics courses, therefore,
become the gatekeepers to success for a large and varied population of aspiring college-
level learners (Trusty & Niles, 2003). Postsecondary institutions are moving quickly to
identify and implement effective instructional models, strategies, and delivery systems to
adequately address the needs of these underprepared students.
Purpose of the Study
The purpose of this qualitative study was to explore the perceptions of
developmental mathematics students enrolled in an Intermediate Algebra course at a
regional state university in northeast Texas regarding the use of the MyMathLab web-
based homework program. The study followed a case study ethnographic approach to
investigate the student experience with the web-mediated homework component of the
course.
Overview
Policymakers at colleges and universities may differ concerning the appropriate
components of an effective developmental mathematics program, but they do not debate
its necessity. In 2003, the NCES reported that in the fall of 2000, 71% of postsecondary
institutions offered remedial or developmental courses in mathematics. The improvement
of mathematics education and student mathematics achievement has long been an area of
concern in the United States. An increase in the number and rigor of high school
mathematics courses required for graduation has effected positive change in some regions
of the country, but many students still exit high school unprepared for college-level
mathematics (Donovan & Wheland, 2008). As Adelman (2006) stated, the attrition rate
doubles for students not completing college-level mathematics credit by the end of the
second enrolled year. Although persistence through two or more developmental
mathematics courses may be difficult for students to achieve, recent research has
3. DONNA HOLT, WILLIAM HOLT, AND RICK LUMADUE
____________________________________________________________________________________3
demonstrated the positive effects of remedial coursework on student retention (Bettinger
& Long, 2006).
Postsecondary institutions must balance the evidence supporting developmental
coursework’s effectiveness with the cost of providing those additional services. As the
number of students requiring developmental courses increases, colleges and universities
must expend additional resources to provide programs with necessary funding. New
faculty must be hired, more classrooms must be allocated, perhaps even new departments
must be created - all within an economic climate in which each expenditure must be
validated for its effectiveness (Hall & Ponton, 2005). The costs for remedial coursework
are not borne by the university alone. Students from lower-income families are more
likely to require developmental coursework, and they can least afford the added costs of
required developmental courses (Donovan & Wheland, 2008). The costs of
developmental work become even more significant if the courses do not lead to college-
level credit and student retention.
A majority of students enrolled in developmental mathematics courses share
general characteristics that are not common to the traditional college population.
According to Boylan (1999), developmental students have little support from home, work
at least 30 hours per week to support themselves, and 41% are older than 24. A growing
number of underprepared students come from minority populations, and many have had
minimal college-related academic success (Texas Higher Education Coordinating Board,
2005). A large percentage of developmental students are first-generation college students
who view college as a route to a better way of life (Boylan, 1999). As Pascarella, Pierson,
Wolniak, and Terenzini (2004) reported, first-generation college students tend to confront
several disadvantages as they face the unfamiliar territory of a college campus. They lack
basic knowledge about the postsecondary educational setting, including course
expectations and degree plans, and as a group they have a greater challenge transitioning
from high school to college. These students are not as academically persistent as the
traditional college student, and they are much more likely to leave a four-year university
before the end of the second year (Pascarella, Pierson, Wolniak, & Terenzini, 2004).
Trenholm (2006) stated many younger developmental students enrolled today are
members of the demographic group known as the millenials. Millenials are comfortable
using technology in all phases of their lives, and they possess an expectation for
convenience and control of their environment (Trenholm, 2006). These students are not
as likely to be successful learners in a passive learning environment where they are
required to withhold interaction for an entire class period (Montis, 2007).
The achievement of developmental students in mathematics courses may be more
directly impacted by the students’ attitudes towards the subject itself. Hauk and Segalla
(2005) addressed four assumptions made by college students about mathematics: (1)
mathematics is computation without contemplation; (2) mathematics must be completed
quickly; (3) mathematics problems have one correct answer and one correct solution
process; and (4) the teacher is the source of mathematical learning, not the student.
Belief in these precepts can hinder mathematical achievement and foster negative
perceptions of mathematics at any level of instruction (Hauk & Segalla, 2005). Warton
(2001) suggested that student behaviors toward achievement in math courses are shaped
by two factors – their beliefs about mathematical tasks and their beliefs about their own
4. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
4____________________________________________________________________________________
abilities to be successful. Bandura (1997) defined this personal capacity to act
successfully is defined as self-efficacy. Hall and Ponton (2005) found a significant
difference between the mathematical self-efficacy levels of freshmen students enrolled in
Calculus I and developmental Intermediate Algebra, with the Calculus students
exhibiting higher mathematical self-efficacy than their developmental peers. Individuals
with lower self-efficacy levels believe they do not have the skills required to complete
assigned mathematical tasks. Since these self-efficacy levels may be based on prior
negative experiences with mathematics, exposure to mathematics with positive outcomes
becomes a strategy to build mathematics self-efficacy (Hall & Ponton, 2005). Taylor
(2008) suggested these findings underscore the need for structured developmental
interventions addressing student confidence and self-efficacy.
The stakes are high for students taking developmental courses, and for the
institutions serving them. An unsuccessful program to support developmental learners
results in unacceptable retention, dropout, and failure rates. More importantly, the
students face serious limitations on their future career options. Duranczyk and Higbee
(2006) described this situation as a denial of access to a full future for the traditionally
underserved developmental population. Taking their unique characteristics into account,
researchers and practitioners are developing and implementing alternative strategies of
programming and instruction to meet the particular needs of students enrolled in
developmental mathematics courses. The Texas Higher Education Coordinating Board’s
Statewide Developmental Education Plan for 2010-2011 (2009) stated, “Texas needs to
implement innovative projects that are effective in addressing students’ diverse needs,
accelerating their progress toward college and career readiness, and improving overall
student outcomes” (p. 2). The plan identified differentiated instruction as one of six core
areas of focus in the next biennium (THECB, 2009). Chamberlin and Powers (2010)
presented evidence of the promise of clearly identified learning objectives and
differentiated instruction in developmental mathematics. Montis (2007) used guided
notes effectively to improve student achievement in developmental College Algebra
courses. Students utilizing trained mentor-tutors at a university Math Center increased
both mathematics achievement and mathematical self-confidence (Duranczyk, Goff, &
Opitz, 2006). Trenholm (2006) identified “inefficiencies of the didactic lecture” (p. 51)
as a symptom of the disconnect between technology-savvy students and lecture-heavy
coursework. Taylor (2008) found college students using a computer-based algebra
program exhibited lowered anxiety levels, more positive attitudes toward mathematics,
and academic achievement equivalent to that of students enrolled in lecture-based
sections.
Building on these isolated successes, and taking advantage of the familiarity of
students with current technology, the use of technology applications in instructional
methodology is spreading through developmental mathematics programs. Colleges and
universities are creating technology-assisted developmental courses that exist along a
continuum from the use of graphing calculators to augment instruction to fully online
distance learning. Kinney and Robertson (2003) described new models for instructional
delivery made possible by the prevalence of technology. They stated the goal of
incorporating technology into developmental mathematics is not to identify and
implement one particular instructional model that meets the needs of all students, but to
5. DONNA HOLT, WILLIAM HOLT, AND RICK LUMADUE
____________________________________________________________________________________5
offer choices in learning mathematics for students with varied preparation levels and
learning styles. Perez and Foshay (2002) identified six best outcomes of computer-
assisted instruction with developmental learners, including an improved mathematical
self-efficacy. Their study of students using the PLATO computer-assisted learning
system supported that result. Although cost-effective on the surface and attractive to
time-strapped students, developmental courses taught completely online raise serious
concerns. For example, students enrolled in those courses are twice as likely to withdraw
as students enrolled in traditional lecture-based courses (Zavarella & Ignash, 2009).
Their research suggested the majority of these students withdrew when the courses
presented unexpected challenges. A study conducted by Trenholm (2006) and Kinney
and Robertson (2003) supported a combination of teacher-directed and computer-
mediated instruction as preferable to a fully online, self-paced methodology.
Since mathematical self-efficacy remains an important component of student
achievement in mathematics, student perceptions of mathematics instruction and
instructional methods must be taken into consideration, particularly as developmental
programs introduce technology into the instructional delivery system. The research of
Lesh and Rampp (2000) described students’ perceptions that using a computer to do
mathematics will help them understand the concepts. Students also believed that
computer-based courses would take less time to complete. Hauk and Segalla (2005)
identified the importance of the developmental students finding purpose in the tool and
its application. If students perceive that a mathematical task and the tools associated with
it are useful, and that they are able to successfully address the task, they are more likely
to persist in their efforts (Liaw, 2002). Liaw found this to be true for today’s students
working in a web-based environment. Hauk and Segalla’s 2005 research of computer-
assisted mathematical learning stands as one of few recent investigations in the field of
student perceptions concerning developmental mathematics and technology. They found
a computer-mediated model of classroom teacher-directed developmental mathematics
instruction paired with web-based homework encourages positive student self-efficacy
and a more positive attitude toward the mathematics itself.
Statement of the Problem
The search continues for an effective instructional method or methods to meet the
particular needs of the growing population of incoming college students requiring
remedial coursework. The increasing use and availability of technology resources makes
the integration of technology-based interventions in developmental mathematics courses
attractive to program developers and students alike. The limited research on the
effectiveness of a variety of computer-based strategies has demonstrated the promise of
these practices. These studies have focused primarily on academic achievement. Yet,
even with the understanding that mathematical self-efficacy is directly linked to student
persistence and mathematical achievement, not much research has investigated the
student perspective of specific technology-mediated instructional approaches. A better
understanding of this perspective will provide guidance in ensuring successful
developmental programs are created to serve these underprepared students.
6. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
6____________________________________________________________________________________
Research Questions
By studying the responses of Intermediate Algebra students at a state university in
northeast Texas, this research explored the following questions:
1. What is the student’s level of comfort in using web-based technology in a
mathematics course?
2. What unexpected challenges occur while utilizing the MyMathLab
courseware?
3. How does the MyMathLab homework course component affect student
mathematical understandings?
4. What aspect of the MyMathLab courseware do students perceive as most
beneficial?
5. How do the MyMathLab homework assignments supplement the lecture-
based classroom instruction?
Significance of the Study
Postsecondary institutions are striving to provide appropriate and effective
instructional methods to aid underprepared students on their pathways to collegiate
success. The use of technology-based resources represents a promising instructional
practice, especially for a population that is increasingly reliant upon technology in their
daily lives. The development and implementation of these web-mediated remedial
courses must be guided by the perspectives and attitudes of the students themselves.
Through an increased understanding of student perceptions, instructors of developmental
courses need to use the results of this study to differentiate instruction using appropriate
technology resources. In addition, the developers of web-based mathematics courseware
may become aware of student perceptions of their products. An improvement of the
courseware itself could increase student motivation and persistence in their web-based
homework efforts.
Method of Procedure
The method of procedure for this study followed a mixed method research design
to explore the perceptions of developmental mathematics students towards the
MyMathLab web-based homework program. Student responses to an online survey
questionnaire gave the researcher an opportunity to gather data within a limited time
frame. In addition, the use of both ranked questions and open-ended prompts enabled a
more meaningful examination of student perceptions.
7. DONNA HOLT, WILLIAM HOLT, AND RICK LUMADUE
____________________________________________________________________________________7
Selection of Instrumentation
The study utilized a cross-sectional survey design to collect data from students
currently using the MyMathLab program for web-based homework assignments in a
Math 131 Intermediate Algebra course. The Google Docs application was used to
develop the survey questionnaire. The questionnaire included 28 questions selected to
elicit student responses corresponding to the study’s research questions. Nineteen
questions are designed in a closed format with a five-point Likert-style rating scale, using
an extent of agreement scale from Strongly Disagree (1) to Strongly Agree (5). Five
additional survey questions utilized the same ranking format with a follow-up elaborating
probe that prompted the student to explain his/her previous response. The questionnaire
included four open-ended prompts to allow free student response. The open-ended
queries provided students with the opportunity for free expression of their perceptions
concerning the prompts provided.
Selection of Participants
This study of student perceptions of the MyMathLab homework component
focused on students enrolled in the developmental course Intermediate Algebra (Math
131) at a regional state university in northeast Texas during the spring semester. This
represents a purposeful homogenous sampling of the population most directly affected by
the MyMathLab aspect of the course. Students enrolled in the course have not met the
university’s criteria for enrollment in for-credit mathematics courses that satisfy
university degree requirements. Students can meet those criteria by scoring at a particular
level on the mathematics portion of the THEA examination, scoring at a given level on
the COMPASS test, or successfully completing developmental mathematics courses such
as Intermediate Algebra. Students who are not successful in Intermediate Algebra after
two semesters currently face a year-long suspension from the university.
At the time of the study 167 students were enrolled in six Intermediate Algebra
classes at the university targeted by the study. Of these students, 18 were enrolled in a
fast-track class that combines concepts of Intermediate Algebra and College Algebra.
The perceptions of this group of students were not addressed in this study, since their use
of the MyMathLab program was not limited to the Intermediate Algebra content.
The remaining 149 students were enrolled in an on-campus Intermediate Algebra
class using MyMathLab for web-based homework only. The four instructors of these five
Math 131 classes utilized lecture-based lessons as their primary instructional
methodology. Each instructor was responsible for the development and maintenance of
her own MyMathLab homework assignments, following the guidelines set by the course
coordinator that the web-based homework should count for ten percent of the overall
student course grade. Some instructors also used the MyMathLab program to deliver
online quizzes; this application of the program was not addressed in this study.
Intermediate Algebra instructors were given initial training of at least two hours in the
use of the MyMathLab program.
The researcher contacted the coordinator of the Developmental Mathematics
Program to gain primary permission to conduct the study. Students in the targeted
8. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
8____________________________________________________________________________________
Intermediate Algebra classes were contacted by email through their instructors with the
opportunity to participate in the study. The email invitation to volunteer for participation
included the Google Doc link; the informed consent document stood as the initial page of
the study’s survey instrument (Appendix A). The informed consent document included
information concerning the purpose of the study, the nature of the study’s questionnaire,
the use of the study’s results, and confirmation that participation in the study was
voluntary. Students were instructed to signify their participation or their decision not to
participate as the first response on the online survey. Of the 149 students targeted by the
study, 58 students participated by completing the study’s online questionnaire. Their
responses formed the database for the study’s analysis of student perceptions.
Collection & Analysis of Data
Intermediate Algebra students who chose to participate in the study were given a
time frame of ten days to complete the study’s online questionnaire. Student perception
data was accumulated automatically using the Google Docs spreadsheet application.
Survey question answers in the rating format were assigned coding numbers of 1 through
5 corresponding to the scale rating value, with a Strongly Disagreed response coded as a
1 and a Strongly Agreed answer coded as a 5. Resulting ratings were presented as
percentages. The mean of the accumulated responses was calculated for each of these
closed questionnaire items as a method to discover group perceptions described by the
data. Student responses to the open-ended prompts and elaborative probes were analyzed
to identify broad themes evident in the data. Results of the closed-question coding and
the open-question theme identification were combined to develop a description of the
student perceptions of the MyMathLab homework component.
Findings
Results of the student survey were examined to identify student perceptions
concerning the web-based homework component of the developmental mathematics
course. The responses to each survey item were linked to the related research question.
In the data analysis of the closed survey questions, student responses of 1 and 2 were
coded as Disagree, responses of 3 were coded as Neutral, and student responses of 4 and
5 were gathered and coded as Agree. In addition, response means using the students’
responses of 1 through 5 were calculated for the Likert-type survey questions.
Percentages for each coded response category for each survey item, along with the
response mean for that item, are presented in the tables for each research question. The
full statement of each survey question can be found in Appendix A.
Research Question 1
The study’s initial research question addressed the comfort level of students in the
use of web-based technology in a mathematics course. The first three survey questions
beyond the informed consent statement investigated this aspect of the study (data analysis
9. DONNA HOLT, WILLIAM HOLT, AND RICK LUMADUE
____________________________________________________________________________________9
of these questions appears in Table 1). Student responses reflected a moderate to strong
agreement with the survey queries concerning comfort using computers and the user-
friendly nature of the MyMathLab program, with response means of 4.53 and 4.00
respectively. The survey question dealing with a preference for MyMathLab homework
over paper and pencil homework, however, brought a more mixed response. The lower
mean of 3.71, along with the significant percentage of students disagreeing with the
statement, bears further investigation.
Students who favored using MyMathLab cited several reasons for their
preference. Students liked the instant feedback for a right or wrong answer that
MyMathLab provides, as well as the step-by-step instructions available for help in
solving problems. “I like the immediate feedback, knowing whether or not I am on the
right track” was the response of one student. The ability to rework problems after
viewing examples appealed to many students also. One student participant appreciated
that aspect of the program because “it helped me learn the material a lot better and at my
own pace.” Even though many students used paper and pencil to work out the assigned
problems, many reported that working homework on MyMathLab was faster and easier
since showing all the steps in a solution process was not required.
Students preferring paper and pencil homework to MyMathLab assignments
provided several reasons for their survey responses. Many stated that they have to use
paper and pencil to complete the web-based assignments so the extra step of entering the
answers into MyMathLab was just that – an extra step. A majority of students in this
group mentioned the narrow notation parameters of answers accepted by the MyMathLab
program; the program “does not always except [sic] a correct answer when it isn’t in the
same format that the software wants.” Several student participants described their
concern about understanding and retaining the mathematical concepts they were
studying. One student suggested “it is easy in math lab to “cheat” which is not really
cheating, but you can basically follow along with an example, do the problem, and not
really learn anything.” Others explained their preference for direct feedback from the
instructor. Some participants described their tendency to forget online assignments. One
participant explained, “I found it easy to miss assignments because I was not forced to
turn them in to my instructor.”
Table 1
Comfort in Using Web-based Technology in Mathematics Course
Item Disagree Neutral Agree Mean
Comfortable using a
computer
5% 10% 85% 4.53
Found MyMathLab to be
user-friendly
8% 19% 73% 4.00
Preferred MyMathLab over
paper and pencil homework
26% 16% 58% 3.71
10. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
10____________________________________________________________________________________
Research Question 2
The study’s second research question concentrated on the unexpected challenges
students encountered in using the MyMathLab courseware. Data associated with the two
closed survey questions linked to this research question appear in Table 2. A vast
majority of students reported that the program’s different resources were easy to access
and to use, with a response mean of 3.98 for that survey item. Students who added
comments on this topic reinforced the ease of navigation through the program’s
components.
Almost half of the participants did not fall into agreement that it was easy to enter
answers into the MyMathLab program. Students in that group characterized the program
as “very picky”, “frustrating”, and “terrible - you think you have the right answer and on
paper you do but in the system you don’t because it has to be the way MyMathLab wants
the answer”. One participant fumed, ”If you forget to click one thing, and then submit, it
can make the whole question wrong, and then you end up doing a whole new problem. I
absolutely hated that.” Students did not agree with being denied complete credit for a
correct answer if there was a notation difference. For example, an answer submitted with
two binomial factors in one order would be counted as incorrect when the reverse order
was counted as a correct response. In addition, several students suggested that the process
of inputting mathematical symbols added to their time on task. “It takes much longer to
add in all the symbols and other various parts of the answer that you can spend more time
doing that than working the problem,” explained one participant. According to student
survey responses, the answer formats accepted by the MyMathLab program also differed
on occasion from those acceptable to their instructors.
Given the opportunity to freely identify any challenges encountered using
MyMathLab, several themes emerged in the responses of participants. A majority of
students responding to the survey question stated that the correct submitting of their
answers was the greatest challenge they faced with MyMathLab. “Entering the answer
the way MyMathLab wanted” was necessary to successfully complete the online
assignments. Other students cited their issues with time management as the reason for not
getting assignments completed before the due dates. One student participant admitted that
one challenge was “getting the homework done on time – the dates they need to be done
can be a bit overwhelming at times.” Students also noticed that it was difficult to deal
with MyMathLab input formats because “sometimes the symbols and signs are difficult
to put in the right place at the right time.”
11. DONNA HOLT, WILLIAM HOLT, AND RICK LUMADUE
____________________________________________________________________________________11
Table 2
Unexpected Challenges While Using MyMathLab
Item Disagree Neutral Agree Mean
Easy to enter answers in
MyMathLab
32% 14% 53% 3.30
Easy to use different
parts of MyMathLab
12% 19% 69% 3.98
Research Question 3
The third research question of the study focused on student perceptions of how
the MyMathLab homework affects their mathematical understandings. Participant
responses to the two closed survey items addressing this research question are shown in
Table 3. With 57% of students in agreement with the first of the two survey items, a
majority of study participants expressed that they understand math concepts better after
using MyMathLab to complete homework assignments. Students were not asked to
compare their level of understanding to mathematical comprehension gathered using
traditional paper and pencil homework components. However, the lower response mean
of 3.59 reflects a significant number of student participants who responded with
neutrality or disagreement with that survey statement. In response to the second survey
item for research question 3, a large percentage (69%) of students agreed that the time
spent on MyMathLab assignments was beneficial to them. The response mean for the
survey statement was 3.97, revealing a higher neutral response from participants.
Comments offered by the participants included appreciation for the MyMathLab’s
step-by-step help in solving problems. Most felt that the program’s examples offered an
opportunity to see the solution process repeated. One student observed “it was like there
was a tutor in the room with you.” Other students valued the opportunity to schedule and
pace their own learning. One participant was pleased that “I could come back to the
problem later if I was flustered.” Several student responses suggested that they viewed
the web-based homework component as an extension of class instruction, best expressed
by the student comment: “I was able to understand what the teacher taught after
reviewing it on my math lab.” However, a number of students identified the following
concern: “the way the problems are worked on MyMathLab does not always coincide
with what was taught in class.”
12. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
12____________________________________________________________________________________
Table 3
Effect of MyMathLab Homework on Mathematical Understandings
Item Disagree Neutral Agree Mean
Better understanding of
math concepts
21% 22% 57% 3.59
Time spent on
assignments was helpful
12% 19% 69% 3.97
Research Question 4
This research question sought to identify aspects of the MyMathLab courseware
that students perceived as beneficial to them. In closed questioning, fifteen of the
program’s components were to be ranked by students as not very helpful, somewhat
helpful, or very helpful. Students could also specifically indicate that they did not use a
particular feature of the program. The data analysis for the component rankings are
displayed in Table 4. Ten of the fifteen MyMathLab features scored high in helpfulness
to a majority of student participants: the immediate feedback on a problem’s answer, the
Help Me Solve This option, the View an Example option, the ability to review homework
after completion, the ability to see assigned homework and due dates, the ability to see
homework grades, the opportunity to return to an unfinished assignment, the chance to
rework questions as needed, the Ask My Instructor email option, and the ability to see
course announcements. The five remaining MyMathLab components were not utilized by
a large portion of the participant group, including the opportunity to view video
instruction, to access the textbook online, to access free real-time tutors, and to complete
sample quizzes and tests.
In one of two open-ended survey questions addressing this research question
study participants identified and explained which MyMathLab program component was
most beneficial to them. Many students selected the ability to view step-by-step examples
using the View an Example option of MyMathLab. One participant stated, “This allowed
me to follow along as I worked my problem and see where I was going wrong.” Viewing
examples, as well as the Help Me Solve This resource allowed students to build
confidence in solving problems by reviewing the process required in a logical sequence
of steps. The ability to rework problems until a correct answer is reached was also
appreciated by many students. One student expressed “this was beneficial because I did
not have to worry about not getting the points for a problem and I was able to work a
similar problem to help me understand.” Other students identified the ability to view the
“fantastic” video lessons as a plus, including the student who responded, “Viewing
videos was the most helpful because it talk [sic] me through each step.” To a lesser
extent, the MyMathLab features of being able to view assignments and their due dates
and being able to contact the instructor directly with a question
were considered most beneficial.
13. DONNA HOLT, WILLIAM HOLT, AND RICK LUMADUE
____________________________________________________________________________________13
Asked to identify which MyMathLab components were least beneficial, students
responded less frequently to the second of the two open-ended survey queries. Many
students simply stated that every aspect of the program they had used had proven helpful
to some extent during the course of the semester. Participants who specifically indicated
a least beneficial feature of the program selected the access to the online textbook and the
video instruction options. The online textbook was deemed either a challenge to use - “I
couldn’t even find it!” - or was considered unnecessary – “I took notes during classroom
instruction which used as reference when needed.” Several students mentioned that they
did not deem the Ask My Instructor feature particularly helpful, since they were “able to
find my answer through the other resources” or could use alternative methods to contact
the instructor for help.
Table 4
Helpfulness of MyMathLab Features
Feature Not very
helpful
Somewhat
helpful
Very helpful I did not use
this
Immediate feedback 7% 31% 55% 7%
Help Me Solve This 2% 24% 67% 7%
View an Example 2% 29% 66% 3%
Access to textbook 7% 23% 41% 29%
Review assignment 3% 35% 50% 12%
Assignment lists 0% 24% 72% 3%
Grades 0% 23% 72% 5%
Return to assignment 0% 23% 71% 7%
Rework questions 2% 15% 72% 9%
Video section instruction 7% 21% 45% 28%
Real-time Tutor Center 5% 13% 34% 43%
Sample quizzes and tests 9% 28% 33% 28%
Video problem example 9% 21% 38% 31%
Ask My Instructor 3% 18% 52% 28%
Course announcements 2% 21% 60% 16%
Research Question 5
The study’s final research question focused on answering how the MyMathLab
homework assignments supplemented the classroom instruction for the developmental
mathematics course. Three-fourths of the study participants responded in agreement to
signal their perception that the MyMathLab assignments matched the classroom
instruction. A strong majority of survey respondents agreed that the completion of the
14. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
14____________________________________________________________________________________
assignments improved their understanding of the topics taught in the course. Data
analysis of these two closed survey items are shown in Table 5. The response means of
4.23 and 3.81 respectively echo the strong agreement to the first survey item and a higher
neutrality value for the second item.
Participants were given the opportunity to comment on their understanding of
mathematical concepts following the MyMathLab assignments. A few students expressed
that they understood topics best when they were taught in a live classroom setting. One
expressed the frustration of working online independently: “After MyMathLab, if I had a
question or didn’t feel very confident in the assignment, I just went on to the next
question, so I felt the same.” Several students suggested that the online assignments
reinforced their understanding of the concepts. One student described how the
MyMathLab homework helps “because yes you can learn it in the classroom but at the
same time you need more work to improve on your focus and skills.” More than a few
participants cited the program’s ability to provide examples and step-by-step processes
outside the classroom setting allowed them to capture concepts more fully. “There are
many ways through MyMathLab to get clarification as to how to work the problems,”
stated one student.
Table 5
MyMathLab Assignments as Supplements to Classroom Instruction
Item Disagree Neutral Agree Mean
Assignments match
classroom instruction
12% 9% 76% 4.23
Improved understanding
of math concepts
15% 21% 64% 3.81
Conclusions & Recommendations
The results of the study provided valuable insights into the perceptions of student
participants about the MyMathLab homework component of the developmental
mathematics course. Students expressed a high level of comfort using technology to
complete their web-based assignments. However, this comfort level did not translate to
an overwhelming acceptance of online assignments as the preferred method of homework
completion. Many students felt the frustration of converting their answers to a form
acceptable to the MyMathLab program. These study results echo the findings of Hank
and Segalla (2005) that found students annoyed by the narrowness of solution parameters
for web-based homework. Challenges to student success also included a tendency by
students to forget online assignments.
From the student perspective, the MyMathLab assignments appeared to have a
positive impact on student mathematical understandings. Students reported that the web-
based assignments generally supported their comprehension of the topics taught in class.
15. DONNA HOLT, WILLIAM HOLT, AND RICK LUMADUE
____________________________________________________________________________________15
Some alignment issues did exist as MyMathLab processes differed from those of the
classroom instructor. These differences were more challenging to accept for students who
have a greater difficulty with mathematical concepts. The ability to view additional
examples and the step-by-step process of problem solution, as well as the opportunity to
view relevant instructional videos, appealed to a majority of students. Beyond a simple
identification of a wrong or right homework response, the MyMathLab program offered
guidance in solving similar problems and a chance for students to repeat their work prior
to submission. These attributes of the program helped lead students to an improved
understanding of mathematical concepts and an increased perception of their own ability
to successfully complete the assignments. The participating students deemed almost all of
the courseware’s components to be beneficial to some extent. However, some potentially
helpful features of the MyMathLab courseware were left largely underutilized by the
student participants. Overall, the student participants perceived the MyMathLab
assignments as a positive provider of support for their success in Intermediate Algebra.
The results of the study lead to recommendations for practice within the
developmental mathematics program at the university. With the greatest challenge to
success with MyMathLab assignments identified as formatting correct answers,
communication with the courseware provider is in order. Awareness of the troubles
students are having must motivate the need for adjustments to the web-based homework
program. Instructors need to have an understanding of the difficulty students might face
in entering their answers correctly. Direct instruction in what is acceptable to
MyMathLab might diminish student frustration. Students reported that they forgot online
homework assignments to a greater extent than those printed on paper. This finding was
an unexpected result of the survey’s analysis. To avoid this problem, instructors may
provide printed unit assignment sheets or checklists with clear due dates. Specific
training for students in the use of MyMathLab resources may open opportunities for
additional support when the course instructor is not available.
More importantly, attention must be given to the students who did not feel well
served by the web-based approach to homework assignments. A significant group of
study participants preferred the paper-and-pencil method of homework submission. For
example, students in the Intermediate Algebra course might be offered the option of
submitting their assignments on paper rather than through the web-based MyMathLab
program. Certainly there are positive and negative aspects of this option. Instructors
offering the paper-and-pencil homework choice would face additional time grading and
providing appropriate feedback to students. Utilizing this alternative would require timely
return of assignments to students to allow them to review their work and to request
assistance from the instructor when needed. Students would have to wait for feedback on
their efforts, and the immediacy of getting another example to guide their homework
would be forfeited. Students preferring the paper-and-pencil method, however, might feel
an increased level of comfort as they build a stronger bond with the course instructor
through the human interaction of homework submission and review. This comfort might
contribute to an improved self-efficacy in understanding mathematical concepts.
Additional research is needed to expand on the understanding of student
perceptions of the online learning environment as it relates to developmental
mathematics. Research should examine whether there is a correlation between student
16. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
16____________________________________________________________________________________
views of web-based homework and student demographics such as age, gender, and
economic situation. Is there a connection between student opinions of MyMathLab
assignments and final grades in the developmental mathematics course? This question
has yet to be fully considered. Further research needs to be conducted to identify any
instructor characteristics that influence student perceptions of the online coursework.
Another limitation of the current study lies in the limited response of students enrolled in
the Intermediate Algebra course at the university. A greater survey response would bring
a broader vision of the student’s point of view concerning web-based homework.
As colleges and universities provide resources for the growing population of
students in developmental education, the voices of the students in that group need to be
heard. No one approach to instruction or program development will serve the needs of all
developmental learners. Instructional delivery systems should be examined from the
standpoint of all stakeholders to determine their effectiveness in successfully supporting
students. This study of the MyMathLab web-based homework component provides some
insight into the student perspective of this aspect of the Intermediate Algebra course.
Many students still preferred the more traditional approach of paper-and-pencil
homework. However, a clear majority of students recorded positive perceptions of the
impact of the MyMathLab program on the development of their mathematical
understandings. The voices of both groups of developmental learners were heard here.
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19. DONNA HOLT, WILLIAM HOLT, AND RICK LUMADUE
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Appendix A
Information about Being in a Research Study
Texas A&M University-Commerce
Student Perceptions of MyMathLab
Description of the Study and Your Part in It
Donna Holt is inviting you to take part in a research study about the use of the
MyMathLab program. Donna Holt is a Teaching Graduate Assistant in the Mathematics
Department at Texas A&M University-Commerce. Donna Holt is a graduate student at
Texas A&M University-Commerce, running this study with the help of Dr. William Holt.
The purpose of this research is to explore student perceptions about their use of the
MyMathLab program to complete homework assignments in Math 131 Intermediate
Algebra.
Your part in the study will be to complete a short online survey about your use of the
MyMathLab program associated with your Math 131 course. The survey may be
completed online at your convenience within a 7-day time frame.
It will take you less than 30 minutes to participate in this study by completing the survey.
Risks and Discomforts
There will be minimal risks associated with this study, no more than that expected in
daily life.
Possible Benefits
The anticipated benefits of your participation in the study will be the contribution of your
responses to build an increased awareness of the student point of view about the use of
the MyMathLab program. An analysis of the study will be shared in a general way with
the instructors of Math 131 and with the Director of the Developmental Mathematics
program. In addition, we will seek publication of the study’s findings in journals that
focus on educational methods in developmental education. The study’s results may then
serve to inform the practice of developmental educators and thus guide instructional
decisions concerning the use of computer-based programs for the completion of
homework assignments.
20. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
20____________________________________________________________________________________
Incentives
As an incentive to improve participation in the study, your completion of the study’s
online survey will result in extra credit points on one course exam. The same extra credit
is available for a non-research activity that involves the same effort and time investment.
Please contact your Math 131 instructor for a description of this alternative to the study’s
incentive.
Protection of Privacy and Confidentiality
We will do everything we can to protect your privacy and confidentiality. Your name will
not be associated with your responses or the research findings in any way. All of your
responses will remain confidential. Your name and instructor information is gathered
only to make sure you get credit for completing the survey if you choose to participate in
the study. Any printed materials associated with the research will be stored in a locked
file cabinet, and digital study records will be stored on a password-protected computer.
Only the researchers will have access to the survey response data collected through the
study.
Choosing to Be in the Study
You do not have to be in this study. Participation is voluntary. You may choose not to
take part and you may choose to stop taking part at any time without penalty. You will
not be punished in any way if you decide not to be in the study or to stop taking part in
the study. If you decide not to take part or to stop taking part in this study, it will not
affect your grade in any way.
Contact Information
If you have any questions or concerns about this study or if any problems arise, please
contact the researcher at
Donna Holt
Department of Mathematics
Texas A&M University-Commerce
903-886-5157
dholt4@leo.tamu-commerce.edu
or the advisor at
Dr. William Holt
Department of Educational Administration
Texas A&M University-Commerce
903-468-6042
Chuck_Holt@tamu-commerce.edu
21. DONNA HOLT, WILLIAM HOLT, AND RICK LUMADUE
____________________________________________________________________________________21
If you have any questions or concerns about your rights in this research study, please
contact the IRB Chair at
Dr. Carmen Salazar
Chair, Institutional Review Board (IRB)
Department of Psychology, Counseling, and Special Education
Texas A&M University-Commerce
Commerce, TX 75429-3011
(903) 886-5634
Carmen_Salazar@tamu-commerce.edu
Consent
By beginning the survey you acknowledge that you are at least 18 years old, have
read this consent form, have understood the above information, and agree to
voluntarily participate in this research.
If you would like a copy of this form for your reference, you may print this out.
* Required
I have read the Informed Consent document for the MyMathLab study, and I understand the purpose
and nature of the study as it is described. *
I am willing to participate in the MyMathLab study. I understand my rights as a participant in
the study. (If you select this box, please continue to the next page to complete the survey.)
I am not willing to participate in the MyMathLab study. I understand that my decision not to
participate will not affect my standing with my instructor or the university.
Continue »
22. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
22____________________________________________________________________________________
Math 131 MyMathLab Survey
* Required
MyMathLab Survey
Please answer each survey question by selecting the best response option or by typing in your
response in the space provided.
Please enter your first and last name. * Example: Josie Smith
Please enter the last name of your Math 131 instructor. * Example: Jones
Before taking this course I was comfortable using a computer.
1 2 3 4 5
Strongly disagree Strongly agree
In general I found the MyMathLab program to be user-friendly.
1 2 3 4 5
Strongly disagree Strongly agree
In general, I liked doing my homework on MyMathLab instead of doing paper and pencil homework.
1 2 3 4 5
Strongly disagree Strongly agree
Please explain your response to the question above.
I understand math concepts better after using MyMathLab to complete my homework assignments.
1 2 3 4 5
Strongly disagree Strongly agree
23. DONNA HOLT, WILLIAM HOLT, AND RICK LUMADUE
____________________________________________________________________________________23
The time I spent on MyMathLab homework assignments was helpful to me.
1 2 3 4 5
Strongly disagree Strongly agree
Please explain your response to the question above.
The MyMathLab homework assignments matched the classroom instruction for Math 131.
1 2 3 4 5
Strongly disagree Strongly agree
I understand the math topics taught in Math 131 class better after completing the MyMathLab
assignments.
1 2 3 4 5
Strongly disagree Strongly agree
Please explain your response to the question above.
In general, I found it easy to enter my answers in MyMathLab.
1 2 3 4 5
Strongly disagree Strongly agree
24. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
24____________________________________________________________________________________
Please add any comments you have about the question above.
In general, I found it easy to use the different parts of the MyMathLab program.
1 2 3 4 5
Strongly disagree Strongly agree
Please add any comments about the question above.
What challenges did you face in using the MyMathLab program to complete your homework
assignments?
25. DONNA HOLT, WILLIAM HOLT, AND RICK LUMADUE
____________________________________________________________________________________25
Please rate each aspect of the MyMathLab program based on how helpful it has been to you.
1 Not very
helpful
2 Somewhat
helpful
3 I did not use
this
4 Somewhat
helpful
5 Very helpful
Immediate feedback on my
answer to a problem
Option to see the problem
worked out step by step with
Help Me Solve This
Option to see more problems
like this one with View an
Example
Ability to access the textbook
online
Ability to review my homework
assignment after I have
completed it
Ability to see assigned
homework and due dates
Ability to see my grades on
each assignment
Ability to start an assignment,
save it, and come back to
finish it later
Ability to rework questions as
many times as I need to
Option to view video instruction
for each section of the
textbook
Access to the free Pearson
Tutor Center
Option to complete sample
quizzes, chapter reviews, and
chapter tests
Option to view a video
example for each problem
Ability to Ask My Instructor
about a specific assigned
homework problem
Ability to see course
announcements from my
instructor reminding me of
important information
26. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
26____________________________________________________________________________________
Of the aspects of the MyMathLab program listed above that you used during Math 131, which one did
you feel was most beneficial to you? Please explain your choice.
Of the aspects of the MyMathLab program listed above that you actually used during Math 131, which
one do you feel was least beneficial to you? Please explain your choice.
Please add any additional comments you have about your experience using the MyMathLab program
for your Math 131 homework.
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