The Benefits of a Face-to-Face Support Mathematics Class for Project IDEAL PCC Advanced-level Adult ESL Students Enrolled in SkillsTutor Online Kimberlee.

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The Benefits of a Face-to-Face Support Mathematics Class for Project IDEAL PCC Advanced-level Adult ESL Students Enrolled in SkillsTutor Online Kimberlee Raper East Carolina University TALGS Conference 16 February 2013

Preliminary Interview with Jan Fisher, PCC ESL Coordinator What is SkillsTutor and why is PCC conducting a SkillsTutor hybrid pilot program at this time? How did you select the SkillsTutor instructors for the ESL transition class? What are you hoping to accomplish through the SkillsTutor hybrid pilot? Background

Introduction  Project IDEAL Pilot Study: Advanced ESL Transition Mathematics Class  CASAS Screening  SkillsTutor Online  SkillsTutor Hybrid  TABE pre/post tests  Learner Centered Instruction  Benefits of a Hybrid Class

Research Question: How does the F2F hybrid support mathematics class benefit and facilitate learning for qualified students transitioning from ESL to GED?

Research Objectives TO DETERMINE: Why students enrolled in the hybrid class Student weaknesses in mathematics How the hybrid class helped students learn/relearn concepts. Whether or not students’ English language proficiency impacted mathematics performance The most helpful aspects of the hybrid class

Sample TABE Scores : Class Average Mastery of Computation Concepts: Pre-test: 44.8 Mid-semester: % Increase in Class Average

Literature Review Case Study: Using SkillsTutor math for Adult Basic Education programs (Strumminger, 2011) Case Study: Successful math programming for migrant students (Reyes & Fletcher, 2003) Investigative: The relationship between English language and mathematics learning (Barton, 2003) Assessment: Linguistic complexity and graphic representations for English language learners in math tests (Martiniello, 2009) Technical Report: Language proficiency and mathematics performance (Abedi, et al., 2006)

Literature Review: Main Ideas

Main Ideas Being “rusty” in Math being incompetent!!

Literature Review: Main Ideas  Word problems with graphs or illustrations  Better understood by ELLs even if the text is more linguistically complex  Learning/Relearning math concepts  Prior math education, at any level in the L1, significantly impacts mathematical performance in the L2  Learning/relearning math: Being “rusty” does not mean being “incompetent”

Main Ideas and Research Findings Organizational Culture A major factor in ESL student success in mathematics: Respect Constant reinforcement of concepts Peer tutoring and collaboration Belief that ALL students can learn Teachers genuinely concerned about students Student-centered instruction

Pitt Community College ESL Transition Math Class Fall 2012

Method: Examples of Instructional Strategies

Potentially Difficult Concepts and Terminology

Potential Word Problem Problems

ESL Student Survey Questionnaire Results: 14 responded/4 did not respond 1. Why did you enroll in the SkillsTutor program? 100% GED transition 2. What do you think are your weak areas in math? Percent/Decimals Division Fractions 14/14 8/14 8/14 Geometry Algebra 7/14 7/14 3. Are you doing SkillsTutor online? 100% Yes 4. As of Nov. 20, 2012, what level were you working on? Beginning ABC Basic Math Intermediate Algebra 3/14 5/14 5/14 1/14 5. Are you able to complete the ST online before or after the F2F class? Before After 2/14 15% 12/14 85%

6. Is ST helping you to learn math concepts? 100% Yes, but not enough explanation of concepts, so they just “google” it. 7. Is the F2F class helping you to learn math concepts? 100% Yes, better than online 8. Is F2F better for you? 100% Yes, prefer face-to-face instruction 9. Do you think ST hybrid class should continue? 100% Yes 10. Would you take this class again? 100% Yes

11. Do you think you need this class again? Yes Maybe 11/14 77% 3/14 23% 12.Do you think the F2F teacher is doing a good job? 100% Yes 13. Would you recommend the Skills Tutor hybrid class to other ESL students? 100% Yes 14. How long have you been in ESL classes at PCC? year 21% 14% 65% 15. Do you plan to take the GED in English? 100% Yes, because they want/need to know everything in English

Conclusion: “THIS CLASS WOKE UP MY MATH” 88% Retention Rate

Follow-up: Spring 2013 PCC offered advanced ESL students a choice between English-only classes or a combination of hybrid transition classes in math, science, social studies and language arts. Nineteen students enrolled One student transitioned to GED One student transitioned to PCC in Health Sciences Utilization of SkillsTutor on-line during F2F sessions for more targeted instruction

References Abedi, J., Courtney, M., Leon, S., Kao, J., & Azzam, T. (2006). English language learners and math achievement: A study of opportunity to learn and language accommodation (Technical Report 702), Barton, B., & Neville-Barton, P. (2003). Investigating the relationship between English language and mathematics learning. European Research in Mathematics III, Martiniello, M. (2009). Linguistic complexity, schematic representations, and differential item functioning for English language learners in math tests. Educational Assessment, 14, Reyes, P., & Fletcher, C. (2003, June). Successful migrant students: The case of mathematics. Journal of Curriculum and Supervision, 18(4), Schmitt, N. (2010). An Introduction to Applied Linguistics (2nd ed., pp ). London, England: Hodder & Stroughton, Ltd. Strumminger, R. (2011, August 3). Skills Tutor Case Study: Using Skills Tutor for Adult Basic Education in Minnesota. SkillsTutor. Boston: Houghton Mifflin Harcourt.

So not true.  Math is fun!!