Open Access Dissertation
Algebra--Study and teaching (Higher)--Middle West; Mathematics--Remedial teaching--Middle West; Computer-assisted instruction--Middle West;
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.
Date of Award
Doctor of Education
Department of Curriculum and Instruction
Mary C. Herring, Co-Chair
Catherine M. Miller, Co-Chair
1 PDF file (x, 111 pages)
2014 - Mary Benac Staniger
Staniger, Mary Benac, "The impact of digital organization on retention in college algebra" (2014). Electronic Theses and Dissertations. 19.