Abstract
Colleges and universities are trying alternative instructional approaches to improve the teaching of developmental mathematics with the goal of increasing the number of students who have the skills and knowledge required for college-level math courses and for the twenty-first century workforce. Computers and the Internet make possible new methods of delivering instruction so students will have choices of when, where, and how they learn math. The purpose of this study was to compare academic performance of students enrolled in a developmental mathematics course using traditional instruction and traditional instruction supplemented with computer-assisted instruction. In addition, gender differences in mathematical performance were also investigated. Independent groups T-test was used to compare the mean difference between pretest and posttest mathematics scores of students enrolled in conventional instruction and MyMathLab integrated instruction. Students enrolled in MyMathLab sections made significant gains over students enrolled in conventional sections. Same test confirmed that there was also a significant difference in the posttest scores of females and males, with females outperforming males in both modes of instruction.
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Chekour, A. (2018). Computer Assisted Math Instruction: A Case Study for MyMathLab Learning System. In: Silverman, J., Hoyos, V. (eds) Distance Learning, E-Learning and Blended Learning in Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-90790-1_4
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