This study compares the performance and perceptions of college algebra students taught by means of computer-facilitated instruction to their peers taught by means of traditional instructional tactics. This study utilizes three main sets of data: (1) quantitative pre- and posttest data concerning mathematics knowledge and skills; (2) quantitative pre- and post-test data concerning attitudes towards mathematics; and (3) qualitative data derived from semi-structured interviews with a subset of participants and an interview with their instructor.
This study was designed to include both quantitative and qualitative data, in order to ensure more valid and reliable findings. By gathering answers to the same question from different sources using a triangulation strategy, one enhances the chance of obtaining reliable and valid answers (Popham, 1993).
The quantitative elements of this study utilize a common quasi-experimental design. Students taught by traditional lecture and lab methods are considered to be the control group while students taught by computer-facilitated instruction are considered to be the experimental group. Both groups completed a test and a questionnaire before and after the semester of instruction. This pretest/posttest design allows the development of each group to be assessed and statistically compared to that of the other group.
Because the students in each section were self-selected through course registration procedures rather than randomly assigned, the sample used in this study is a sample of convenience. For this reason, the research design must be considered quasi-experimental rather than experimental.
Subjects are approximately 52 students registered for four sections of Basic Algebra DEVM0106 at a University in the south of the United States. Two of the sections are assigned to the 'control' group receiving traditional instruction while the other two sections are assigned to the 'experimental' group...