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Computer-Based Algebra Instruction:

Mayhem or Miracle?

TNADE 2006

22nd Annual Conference

Gatlinburg, TN

October 30, 2006

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Computer-Based Algebra Instruction:

Mayhem or Miracle?

Presenter InformationPat Perdew, Associate Professor of Developmental

Mathematics, APSU, Clarksville, TN, perdewp@apsu.eduKay Haralson, Associate Professor of Developmental

Mathematics, APSU, Clarksville, TN, haralsonk@apsu.edu

Jennie Preston-Sabin, Associate Professor of Developmental Mathematics, APSU, Clarksville, TN, sabinj@apsu.edu

Shirley Hagewood, Associate Professor of Mathematics, APSU, Clarksville, TN, hagewoods@apsu.edu

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State supported liberal arts 4-year institutionLocated in Clarksville, TennesseeApproximate enrollment of 9000 students1100 students tested into developmental mathematics Fall 2006 on main campus and Ft. Campbell campusNo community college in immediate area

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Computer-based Course Development

Controversial decision to convert to computer-based delivery

Controversial implementation of computer-based delivery

Other institutions using similar methods of delivery were observed before a program was chosen.

Addison-Wesley text chosen based on “packaged” computer-based options; used for both courses

Text packaged with computer code providing access to Course Compass website

Courses utilize MyMathLab resources

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Computer-based Course Development

Students required to enroll in developmental courses during their first semester

Students registered for assigned class times Class attendance required, even though courses

are predominantly on-line A “coordinator” course was developed for each

course to serve as a “master” course to copy for individual class sections

For the first semester, faculty were assigned 30 lab hours weekly, no specific sections

Faculty served as facilitators to students in the computer classrooms

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Computer-based Course Components Announcement page for each section,

customized with links to course syllabus, schedule, objectives, DSP placement criteria, course materials, gradebook, etc.

Video lectures on computer or through web-site On-line textbook, solutions manual, graphing

calculator manual TI-Smart View demonstration screen fed to

student computers through Net-Op program On-line homework; problems chosen by faculty

from a computer bank of problems On-line example within homework assignments,

with view an example option

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Home Screen/Announcement Page

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Course Schedule

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Course Documents Screen

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On-line Textbook

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On-line Graphing Calculator Manual

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TI-SmartView Graphing Calculator

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Homework Screen

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View an Example Screen

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Computer-based Course Components On-line practice tests for each test and final exam;

developed by faculty On-line multiple choice quizzes, tests, and final

exam; developed by faculty using Test Gen MyMathLab Gradebook available for students to

view grades and review quizzes and tests Study Plan available through Gradebook to

identify concepts still to be mastered Course Evaluation Survey, developed by faculty,

completed before Final Exam Instructor Homepage and Course Management

Screen to edit computerized course components Instructor Gradebook of student grades, grade

distributions, item analysis of test question

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Practice Test Screen

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Quizzes and Tests Screen

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Take a Test Screen

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Student Gradebook

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Student Study Plan

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Link to Problems Needing More Work

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Course Evaluation Survey

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Instructor Home Page

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Instructor Course Management Page

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Instructor Gradebook

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Instructor Gradebook

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Course Components SpecificsVideo Lectures 15-20 minutes per section 30 to 60-second clip for some practice problems Personal headphones needed

On-line Homework Chosen by faculty, does not count in course grade Help me solve this feature View an example feature Textbook pages for the section Audio-video animation on some problems Students can view homework score in Gradebook

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Course Components SpecificsOn-line Practice Tests Five practice tests, highest grade on each counts

10 points for course grade Created by faculty from problem bank No password required, can be taken multiple

times, from any computer with required plug-insQuizzes, Tests, and Final Exam (password

required) Ten 10-point quizzes, 20 min each, taken in class

(Because of the 8 week terms, FC campus has only 5 quizzes.)

Four 100-point tests, 55 min, taken in class Comprehensive Final Exam,100 points, 2 hrs,

taken in class

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Course Components Specifics

MyMathLab Grade Book Shows grades on homework, quizzes, practice

tests, and tests Shows date and time spent on each activity Creates a study plan based on objectives not

mastered on quizzes and tests Study plan is linked to homework problems similar

to un-mastered objectives Provides access to review tests and quizzes taken

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Course Modifications Since Inception

Fall 2005 - Initial Semester of Computer-Based Self-paced schedule, with minimum deadlines,

designed for students to complete work early Course delivery solely through Course Compass Faculty provided no lecture or additional materials Faculty were not assigned specific sections (MC) Two attempts allowed on tests Practice tests and homework were very long Watching video lectures was encouraged, but not

stressed Implemented on main campus before Ft. Campbell

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Course Modifications Since Inception

Spring 2006 - Changes based on faculty/student feedback

Faculty assigned specific sections (5 MC, 4 FC) Faculty allowed to give a brief lecture over daily

material Faculty distributed handouts or provided power

point material A review before quizzes and tests was provided Only one attempt allowed on tests; 2nd attempt on

tests replaced with 10-point practice tests Last day of class used for makeup/retest on 1 test Change to computer-based began at FC campus

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Course Modifications Since InceptionFall 2006 - Changes by administration or faculty

Faculty assigned specific sections (8 MC, 4 FC) Lecture portion modification discontinued Internet links to handouts and power point material

encouraged The review before quizzes and tests was continued Video lectures strongly recommended Class attendance mandatory, over 3 unexcused

absences results in an F for the course. Practice tests required before test day Decrease in length of practice tests and homework Increased the number of quizzes from 5 to 10 MC

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Difficulties with Computer-Based CoursesTechnical Issues Internet problems with Course Compass website, campus

server, bandwidth issues, upgrades to MathXL, Test Gen Loss of grades when submitted in Course Compass Iterations of Test Gen created tests produced problems with

incorrect answers, two correct answers, etc. Student format of homework and practice test answers not

matching computer’s expected answers Students unable to purchase text or computer code during

first few days have no access to the course Computer hardware, updates, virus problems Lack of computer labs on campus with necessary plug-ins to

work in MyMathLab Lack of computer services personnel to deal with problems

in a timely manner

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Difficulties with Computer-Based Courses

Student Issues Absenteeism Unwillingness to watch video lectures Frustration with lack of real teacher instruction, no

partial credit on quizzes and tests Lack of exposure to appropriate mathematics

terminology Failure to connect mathematical concepts Lack of motivation to take advantage of all

computer resources to be successful in the course Lack of proper classroom behavior Procrastination in completing work; getting behind

the expected schedule

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Difficulties with Computer-Based Courses

Format Issues Implemented too quickly Infrastructure of campus internet service not

sufficient when transition was made No flexibility in delivery; students given no other

option Not enough faculty to adequately monitor or

facilitate learning of all students Faculty answer the same questions multiple times

for individual students, rather than the entire class Course is not easily adapted to visual or hearing

impaired students

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Statistical Information

Success rate in lecture-based Intermediate Algebra 2004-2005 was 61% MC; Fall 05 FC was 50%

Success rate in computer-based Intermediate Algebra 2005-2006 was 41.4%; Spring 06-Fall I 06 FC was 54%

Success rate in lecture-based combined Elementary/Intermediate Algebra (2004-2005) was 38.1%; both requirements finished in one semester.

Success rate in lecture-based Elementary Algebra FC Fall 05 was 61% (combined course not offered at FC)

Success rate in computer-based Elementary Algebra (2005-2006) was 44.6%; only one course finished in one semester; Spring I-Fall I 06 FC was 51%

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Statistical Information - MC 50.1% of all students finished all DSP requirements

in one semester with lecture-based courses 2004-2005 Intermediate Algebra, or Combined Elementary/Intermediate Algebra)

22.9% of all students finished all DSP requirements in one semester with computer-based courses (2005-2006 Intermediate Algebra only)

64.9% of students completing DSP math Fall 2004 with lecture-based classes, passed CORE math Spring 2005 (135 students)

75.8% of students completing DSP math Fall 2005 with computer-based classes, passed CORE math Spring 2006 (75 students)

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Course Evaluation Survey Results Over 50-57% (MC) and 28-60% (FC) of all students

indicated they disagree or strongly disagree that learning mathematics in a computer-based classroom was successful for them.

Over 34-44% (MC) and 22-53% (FC) of all students indicated they disagree or strongly disagree that the computer-based course, with the help of lab personnel, provided the explanations necessary to successfully complete the course.

50% (MC) and 70-90% (FC) of all students indicated they watch the video lectures for the courses.

Only 50-60% of all students indicated they utilized the instructor or tutor in the computer classroom.

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Observations/ConclusionsPositive Some students find this delivery method meets their

needs very well. Students at the Ft. Campbell campus have more positive evaluations of the courses.

Students are able to view video lectures, work on-line homework and access course resources from their personal computers

Students who successfully complete the computer-based courses learn self-motivation and discipline

DSP completers of computer-based courses have success rates in most CORE mathematics courses as good or better than students completing a lecture-based course

Completers seem to be better prepared for other math courses using computer formats

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Observations/ConclusionsNegative Less successful – student success rates are less

than lecture-based courses Less efficient – fewer students complete both

courses in one semester, compared with completion rate in combined 5 hour class previously offered. Does not provide a choice of delivery methods

Cost of delivering courses has not decreased Student satisfaction with course format is very low Frustration level of students is very high Frustration level of faculty is even higher!!

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Suggestions for Improvement

Management of DSP mathematics courses should take place in mathematics department

Smaller class size (currently 24/36 in two rooms, main campus, 30 per room at FC)

Faculty be responsible for fewer sections to allow more one-on-one assistance

Offer a hybrid course format- 1 day of lecture, 1 day lab; MW or TR; faculty available for individual help on Fridays

Offer an on-line format with no class attendance for students who cannot take on campus classes. This is especially important for active duty military.

Offer a combined Elementary/Intermediate computer-based or hybrid course

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Future of DSP in Tennessee and at APSU Uncertain if computer-format will continue Uncertain if DSP courses will be offered at 4-year

institutions Uncertain what will happen to under-prepared

students if courses are not offered Uncertain future for DSP tenured faculty

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Computer-Based Algebra Instruction: Mayhem or Miracle?

To obtain a copy of this power point presentation go to:

www.apsu.edu/haralsonk

and click on

Computer-Based Algebra - TNADE

or email Pat at perdewp@apsu.edu,

Thank you for your attention!