1 Computer-Based Algebra Instruction: Mayhem or Miracle? TNADE nd Annual Conference Gatlinburg, TN October 30, 2006

2 Computer-Based Algebra Instruction: Mayhem or Miracle? Presenter Information Pat Perdew, Associate Professor of Developmental Mathematics, APSU, Clarksville, TN, Kay Haralson, Associate Professor of Developmental Mathematics, APSU, Clarksville, TN, Jennie Preston-Sabin, Associate Professor of Developmental Mathematics, APSU, Clarksville, TN, Shirley Hagewood, Associate Professor of Mathematics, APSU, Clarksville, TN,

3  State supported liberal arts 4-year institution  Located in Clarksville, Tennessee  Approximate enrollment of 9000 students  1100 students tested into developmental mathematics Fall 2006 on main campus and Ft. Campbell campus  No community college in immediate area

4 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

5 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

6 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

7 Home Screen/Announcement Page

8 Course Schedule

9 Course Documents Screen

10 On-line Textbook

11 On-line Graphing Calculator Manual

12 TI-SmartView Graphing Calculator

13 Homework Screen

14 View an Example Screen

15 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

16 Practice Test Screen

17 Quizzes and Tests Screen

18 Take a Test Screen

19 Student Gradebook

20 Student Study Plan

21 Link to Problems Needing More Work

22 Course Evaluation Survey

23 Instructor Home Page

24 Instructor Course Management Page

25 Instructor Gradebook

26 Instructor Gradebook

27 Course Components Specifics Video Lectures  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

28 Course Components Specifics On-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-ins Quizzes, 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

29 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

30 Course Modifications Since Inception Fall 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

31 Course Modifications Since Inception Spring 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; 2 nd 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

32 Course Modifications Since Inception Fall 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

33 Difficulties with Computer-Based Courses Technical 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

34 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

35 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

36 Statistical Information  Success rate in lecture-based Intermediate Algebra was 61% MC; Fall 05 FC was 50%  Success rate in computer-based Intermediate Algebra was 41.4%; Spring 06-Fall I 06 FC was 54%  Success rate in lecture-based combined Elementary/Intermediate Algebra ( ) 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 ( ) was 44.6%; only one course finished in one semester; Spring I-Fall I 06 FC was 51%

37 Statistical Information - MC  50.1% of all students finished all DSP requirements in one semester with lecture-based courses Intermediate Algebra, or Combined Elementary/Intermediate Algebra)  22.9% of all students finished all DSP requirements in one semester with computer-based courses ( 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)

38 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.

39 Observations/Conclusions Positive  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

40 Observations/Conclusions Negative  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!!

41 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

42 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

43 Computer-Based Algebra Instruction: Mayhem or Miracle? To obtain a copy of this power point presentation go to: and click on Computer-Based Algebra - TNADE or Pat at Thank you for your attention!