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The Effects of a Computerized-Algebra Program on Mathematics Achievement of College and University Freshmen Enrolled in a Developmental Mathematics Course
ARTICLE

Journal of College Reading and Learning Volume 39, Number 1, ISSN 1079-0195

Abstract

We face a world in which a college degree increasingly dictates the likelihood of life success. At the same time, there has been an ever increasing population of students who have not been prepared adequately through their high school education to meet the rigors of college/university-level content. The present study investigated the effects of a web-based technology centric course, Assessment and Learning in Knowledge Spaces (ALEKS, 2001), on the remediation of college freshmen enrolled in an intermediate algebra class. Mathematics anxiety and attitudes toward mathematics were investigated to determine if ALEKS lowered mathematics anxiety, as well as improved attitudes. The findings of this research found that ALEKS Intermediate Algebra students performed as well as the control group taught by lecture. The anxiety of the experimental group decreased more than the control group, and the experimental group's attitude toward mathematics improved at a greater rate than the control group. (Contains 1 figure and 1 table.)

Citation

Taylor, J.M. (2008). The Effects of a Computerized-Algebra Program on Mathematics Achievement of College and University Freshmen Enrolled in a Developmental Mathematics Course. Journal of College Reading and Learning, 39(1), 35-53. Retrieved September 30, 2022 from .

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