Dissertations and Theses @ UNI

Availability

Open Access Dissertation

Keywords

Algebra--Study and teaching (Higher)--Middle West; Mathematics--Remedial teaching--Middle West; Computer-assisted instruction--Middle West;

Abstract

This study examined the impact of digital organization for developmental mathematics students using technologically mediated tools in Beginning Algebra to increase retention for successful completion of College Algebra. The focus of the digital organization was student improvement in study skills and academic self-confidence throughout Beginning Algebra. These are two non-academic factors literature suggests are related to college students’ retention and performance. Study skills were measured by how students felt they could assess a mathematics problem, organize a solution and successfully complete assignments. Academic self-confidence was measured by student belief of the ability to perform well in mathematics. Mixed methods were used to interpret the perspectives of the students in terms of the effect the technologically mediated tools had on the factors. Students felt that the technologically mediated tools in Beginning Algebra provided digital organization that impacted retention and successful completion of College Algebra.

Year of Submission

2014

Degree Name

Doctor of Education

Department

Department of Curriculum and Instruction

First Advisor

Mary C. Herring, Co-Chair

Second Advisor

Catherine M. Miller, Co-Chair

Date Original

2014

Object Description

1 PDF file (x, 111 pages)

Language

en

File Format

application/pdf

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