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Published byFrancine Karen McKinney Modified over 9 years ago
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Redesign of Precalculus Mathematics Joe Benson College of Arts and Sciences The University of Alabama
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Setting (1999) 6 Precalculus math courses 6500 students per year Taught in traditional, lecture-based setting Taught entirely by instructors and GTAs
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Problems Courses teacher centered No support for multiple learning styles Inconsistent coverage of topics No flexibility in instructional pace Lack of student success D/F/W rates as high as 60% Very high course repeat percentage Negative impact on student retention Significant drain on resources
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Solution Teach Intermediate Algebra in a modified emporium format in the Mathematics Technology Learning Center
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Course Format l 30-50 minute “classes” that introduce students to topics and integrate the topics into the overall course objectives l 3-4 hours in MTLC or elsewhere working independently using course software that presents a series of topics covering specific learning objectives l Instructors and tutors available in MTLC 71 hours/week to provide individualized assistance
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Course Format (continued) l Students work homework problems that cover defined learning objectives l Homework is graded immediately by the computer providing the student with instant feedback on their performance l After completing homework, students take quizzes that cover learning objectives
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Course Format (continued) l Students can do homework and take quizzes multiple times and receive instant feedback l After completing homework and quizzes on a series of topics, students take a section test l Tests are given only in the MTLC l Tests available on demand with a specified completion date
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Advantages of Course Format Learner centered Software supports multiple learning styles Consistent presentation of material Individualized tutorial support available
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Advantages of Course Format Students can work at own pace Students can work in lab or at home Software provides instant feedback on work Homework, quizzes, tests, & exam computer graded Software records all student activity
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Outcomes
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Success Rates Semester Success Rate Semester Success Rate Fall 1998 47.1% Spring 199944.2% Fall 1999 40.6% Spring 200053.5% Fall 2000 50.2% Spring 200135.8% Fall 2001 60.5% Spring 200249.8% Fall 2002 63.0% Spring 2003 41.8% Fall 2003 78.9% Spring 200455.4% Fall 2004 76.2% Spring 200560.1% Fall 2005 66.7% Spring 200656.5% Fall 2006 73.8%
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Pass Rate (Subsequent Courses) Cohort MTLC Overall F98-Sp99 57.4% 44.3% F99-Sp00 54.6% 40.0% F00-Sp01 58.0% 44.5% F01-Sp0274.6% 53.8% F02-Sp0381.4% 46.6% Math 112 - Precalculus
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Cost Savings
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2001-2002 Academic Year - 1480 Students 43 Sections of 35 Students Each 2 FTTI (16 sections) @ $36,250 $72,500 5 GTAs (20 sections) @ $17,565 $87,825 7 PTTI (7 sections) @ $1,655 $11,585 Total Cost $171,910 Cost Per Student $116 Traditional Course Cost
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Redesigned Course Cost 2001-2002 Academic Year - 1480 Students 1 Section Each Semester 2 FTTI @ $36,250$72,500 6 PTTI @ $1,655 $9,930 UG Tutors 5760 hrs @ $7/hr $40,320 Total Cost $122,750 Cost Per Student $83
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Course History
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Conclusions Based on our experience, we are confident that computer-based instruction in precalculus mathematics courses can: Enhance student learning Increase success rates Reduce resource demands
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