DEVELOPMENTAL MATH Changing Student Outcomes with Adaptive Learning Technologies LaVerne W. Ellerbe August 3, 2011.
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DEVELOPMENTAL MATHChanging Student Outcomeswith Adaptive Learning Technologies
LaVerne W. EllerbeAugust 3, 2011
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Introduction
β’ Mathematics is a basic requirement for most
community colleges students (Lutzer, et al., 2007)
β’ By the end of 12th grade, only 25% of Blacks, 20% of
Hispanics, and 39% of Whites are prepared for
college-level math (Rose & Betts, 2001).
β’ As it is impractical to send adults back to high school,
remediation is indispensable to obtaining
postsecondary credentials (Roberts, 1986).
β’ A combination of innovative instruction and adaptive
learning technologies promise to improve student
outcomes in developmental math, but empirical
evidence remains sparse (Epper & Baker, 2009).
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PurposeThis research proposes to study the effect of adaptive learning
technologies on student success in developmental math and its
impact on college advancement rates. Issues related to technology,
student populations, faculty, curriculum, pedagogy, and policy will be
explored. Potential paths include:Explore associations between outcomes & malleable factors; collect and analyze data
Develop or pilot curriculum, pedagogy, program, or policy; collect data on feasibility of use in educational setting
Evaluate efficacy & replicate a fully developed intervention under limited or ideal conditions
Scale-up and evaluate efficacy of a fully developed intervention which is implemented under typical conditions
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Theoretical Support: Scaffolding
β’ Linked to Soviet psychologist Lev Vygotsky (1896-1934)
β’ Defined by Wood, Brunner, and Ross (1976) as an
β’ βadult controlling those elements of the task that are
essentially beyond the learnerβs capacity, thus permitting
him to concentrate upon and complete only those elements
that are within his range of competenceβ
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Scaffolding: Zone of Proximal Development
Model for Combined Technology & Innovative Instruction
Instructional Scaffolding
Bridges the gap between what
learners know, what they can do, and the
goal or skill they want to achieve
Flexible and temporary design allows students to become proficient,
proceed at their own pace, and construct
new scaffolds
Adaptive Learning Technology
Transcends placement ceilings
and floors by adapting to the
studentsβ level of competence
Addresses individual differences through ongoing diagnosis
and calibrated support
Dependencies and Resources
Developmental Math
Student& College
Advancement Rates
InstructionalScaffolding
Design
FacultyCurriculum
Policy
Adaptive Learning
Technology
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Issues & Information to be Developed
β’ Human instruction and technology complement each other o Faculty and administrative support are essential
o Instructional culture may be resistant to change
β’ All key factors must be consideredo Student population characteristics (ethnicity, age, gender, enrollment status, and SES)
o Faculty perceptions (student capabilities and limitations, viability of technology)
o Cost/benefit of technology (time and dollars to implement and recover investment)
o Policy and organizational politics
β’ Required math courses (developmental, gatekeeper, by degree/certificate)β’ Institutional funding driven by enrollments, not completionsβ’ Student financial aid versus pass rates and success in developmental
courseso College Advancement Rates
β’ Enrollment, persistence, transfer and degree/certificate completion ratesβ’ Impact of technology on system wide developmental math goals
Approval to Conduct Researchβ’ Fall 2011
Design mixed method studyβ’ Fall 2011
Begin data collectionSpring 2012
Begin data analysisβ’ Summer
2012
Timeline
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Conclusions & Expected Outcomesβ’ Anticipated benefits from incorporating
Adaptive Learning Technologies into the
developmental math curriculum include:o Ability to address individual student needs,
thereby reducing many of the challenges
associated with traditional online learning
o Improved diagnostic capabilities for student
placement
o Fewer students retaking developmental math
courses resulting in a reduction in time to
complete the developmental math sequence
o Higher pass rates and fewer retakes, allowing
students to take forβcredit courses sooner
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Limitations & Unknowns
β’ Start date (data collection)
β’ Time constraints (research design, observation, data
management)
β’ Approvals (Proposal, IRB)
β’ Budget
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AppendixResearch Praxis Journal Entries 2, 4
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AppendixFOCUS: Effect of Adaptive Learning Technologies on Student Success in Developmental Math & Community College Advancement Rates Overarching Question
DATA SOURCES
Source 1 Source 2 Source 3
To what extent are student expectations for success in developmental math shaped by academic, socioeconomic, and demographic factors?
Student survey to measure perceptions & behaviors associated with success in math, i.e., mathematics self-concept, attitude toward problem solving, etc. Instrument: Views About Mathematics Survey (Carlson, 1999)
Student assessment of math performance and mastery. Instrument: Patterns of Adaptive Learning Scales (Midgley et.al., 2000)
Grade in last high school math course completed, pre-test: placement/diagnostic scores, and post-test: grade in developmental math course. Group by age, gender, SES, ethnicity, HS District, enrollment status, financial aid status
What instructional factors affect student engagement and success?
Faculty interviews to determine the level professor involvement, professional development, and teaching status, along with the extent to which instruction can be differentiated based on student attainment, mastery, and goals.
Evaluation of technology-based developmental math curricula and course offerings to determine and fidelity of delivery, validity, reliability, and generalizability
Monitor and measure the amount of time required for student mastery based on level of differentiation, study time, progression to higher level math courses, transfer and completion rates.
What policies impact student success in developmental math and institutional advancement rates?
State policy: Research and report on math requirements for high school graduation, and how college advancement rates factor into the higher education funding formula
Virginia Community College System: Cut scores for recommending placement in developmental math. Policy on by-passing developmental courses.
Institutional Policy: Research the structure and organization of developmental math programs. Interview administrators and faculty to document organizational culture, accepted norms, benchmarks for success in terms of student outcomes and program goals.
Theme 1: Student OutcomesExperience with technology, pre-community college math, developmental placement level, pass rates, demographic factors
Subtheme 1: Student populationsEthnicity, age, enrollment status, socioeconomic status
Theme 2: Curriculum Design, Delivery, Effectiveness
Course designs, Level of instructional support and student engagement, f implementation, delivery, and teacher training
Subtheme 2: Costs and BenefitsPilot and scale up funding, partners, evaluation team and dissemination of results
Theme 3: PolicyMath course requirements based on degree and certificate,
Institutional funding and student success, Impact of placement, pass rates, and developmental course retakes on availability of student
financial aid
Subtheme 3: Policy review, influence of technology on policy direction
Theme 4: College Advancement Rates
Enrollment persistence, Transfer rates, Degree and certificate completion rates
Subtheme 4: Impact of technology in the classroom on system wide goals
What are student expectations of math requirements prior to enrolling in community college, are these perceptions related to high school experiences with math?
To what extent does curriculum and course design affect student engagement in developmental math? Is design a factor in student persistence? How does professor involvement, training, and attitude contribute to student persistence and college advancement metrics?
Do students who successfully complete a sequence of developmental math courses persist, transfer, or complete a degree or certificate?
Adaptive Learning Technologies: Effect on Student Success in Developmental Math and Community College
Advancement Rates
Appendix
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