A Comparison of Traditional Lecture and Computer-mediated Instruction in Developmental Mathematics

This paper compares developmental mathematics students' performance in traditional lecture classrooms to their performance in computer-mediated classrooms at Victoria College over a ten-year period from 1996-2005. The paper assesses students' preference for types of instruction, completion...

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Bibliographic Details
Published in:Research & teaching in developmental education 2007-10, Vol.24 (1), p.63-82
Main Authors: Zhu, Qi, Polianskaia, Galina
Format: Article
Language:English
Subjects:
Age
College mathematics
College students
Community colleges
Computer Managed Instruction
Computer software
Course Content
Hispanics
Learning styles
Lectures
Mathematical aptitude
Mathematics
Mathematics education
Mathematics Skills
Software
Students
Web based instruction
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Summary:This paper compares developmental mathematics students' performance in traditional lecture classrooms to their performance in computer-mediated classrooms at Victoria College over a ten-year period from 1996-2005. The paper assesses students' preference for types of instruction, completion rates, pass rates, and average scores between traditional lecture and computer-mediated classes. The results reveal that students' performance in the computer-mediated courses showed no better than their peers' in lecture classes. Therefore, computer-mediated instruction for developmental mathematics education cannot substitute for traditional classroom instruction, and institutions and instructors should assist students in selecting the instructional format that will best meet their preferences.
ISSN:1046-3364