1. Most experts on technology
utilization in the classroom agree
with the maxim that pedagogy is
more important than technology.
No amount of technology will
substitute for a poorly designed
course.
Hunter R. Boylan
What Works: Research-Based Best
Practices in Development Education
(2002)
3. The Way it Was
2001 set up Academic Support Center
Limited class size to 30 students.
3 credit M090 Introductory Algebra
4 credit M095 Intermediate Algebra
1050 students in program
Used InterAct Math/MathXL
Still frustrated with the results
6. Frustrations
• Some students were doing all the homework but they
weren’t learning.
• Some students didn’t complete the homework but took
the test anyway and failed.
• Life happened and students missed class and homework.
They continued to fall further behind and eventually
withdrew or failed the semester.
• Students, who had seen the material before and thought
they knew how to do it, didn’t take the class seriously at
first and fell behind and couldn’t catch up.
• Students who had good skills would answer all the
questions and intimidate weaker students.
• Attendance
7. What We Wanted…..
Mastery Learning
Retain the classroom environment
Avoid repeating an entire semester
Test out of material they already know
Give students the opportunity to complete the
developmental math series in one semester
9. Time Blocks
Review &
First Week of Classes Assessment
Time Block 1 Time Block 2
15-Week
Semester
Time Block 3 Time Block 4
60-Minute
Classes
Final Exam Week Final Exam
10. Modules
Module
A
Introductory
Algebra
Material
Module
Multiple B
Entry
Points Single
Module
Exit
C Point
Intermediate
Algebra
Material
Module Module
D E
(Final Exam)
11.
12.
13. How We Use Technology
• Best practices
• Careful assignment design HW/Quiz/Test
Due Dates
• Limit attempts – problems/quizzes Difficulty
• Personalized homework before quiz retakes
• Disabled “Example Problem”
• Pooling questions
• Essay format to show work
• Combine with paper/pencil homework & tests
20. Intermed. Piloted M098
Algebra Course Course
67% 73%* 70%
Persistence into
College-Level Math
21. Intermediate Pilot/
Algebra M098
2009-2011 67% 69%
2011-2012 81% 81%
Pass Rates in College-Level
Math
22. Began In Intro Inter M098
Pass, Persist,
Pass 19% 38% 38%
Began in Dev. Math,
Passed College-Level Math
Notas do Editor
M090 Pilot 146/370 M095 Pilot 224/370 1 M090 classes & 2 M095 classes (during Pilot)
64.5% in M065 and M090 but 78.7% tested into Mod A
Use as a learning aid, not as the mode of learning Pooling questions on quizzes
64% From Pearson White Paper 65% of students who would have enrolled in M090 pass at least A & B
58% 129/224 F09-S11 70% Make it all the way through in 1 semester (plus bonus); 1 semester only 66% What did we do to raise the pass rates? -> 70 – 79’s
065 85% 090 88% 095 91% Un 91.3%
From Pearson White Paper
Fall 2009 – Spring 12 Highest two semesters – S10 and F11 (changes & instructors) = 88% persistence
Thought – College Algebra was re-tooled using unlimited quiz attempts, open book, open note non-proctored tests
Using current 81% pass rate Assuming 090 = .50*1.0*.70*.67 Assuming 095 = .70*.67 Assuming 098 = .67*.70 WITH 090 students added in