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

• Mathematics is a basic requirement for most

community colleges students (Lutzer, et al., 2007)

• 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).

• As it is impractical to send adults back to high school,

remediation is indispensable to obtaining

postsecondary credentials (Roberts, 1986).

• 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

• Linked to Soviet psychologist Lev Vygotsky (1896-1934)

• Defined by Wood, Brunner, and Ross (1976) as an

• “adult controlling those elements of the task that are

essentially beyond the learner’s capacity, thus permitting

him to concentrate upon and complete only those elements

that are within his range of competence”

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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

students’ 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

• Human instruction and technology complement each other o Faculty and administrative support are essential

o Instructional culture may be resistant to change

• 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

• Required math courses (developmental, gatekeeper, by degree/certificate)• Institutional funding driven by enrollments, not completions• Student financial aid versus pass rates and success in developmental

courseso College Advancement Rates

• Enrollment, persistence, transfer and degree/certificate completion rates• Impact of technology on system wide developmental math goals

Approval to Conduct Research• Fall 2011

Design mixed method study• Fall 2011

Begin data collectionSpring 2012

Begin data analysis• Summer

2012

Timeline

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Conclusions & Expected Outcomes• 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 for–credit courses sooner

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Limitations & Unknowns

• Start date (data collection)

• Time constraints (research design, observation, data

management)

• Approvals (Proposal, IRB)

• 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