Effects of Intelligent Computer-Generated Interactive Mathematics Programs on Students’ Achievement and Affective Domain
Date of Award
Doctor of Philosophy (PhD)
Samantha R. Fowler
Joo Young Park
Kastro M. Hamed
The purpose of this study was to determine the relationship each of the mathematics web-based programs, MyMathLab and Assessments and Learning in Knowledge Spaces (ALEKS), has with students’ mathematics achievement. In addition, the study examined the relationship between students’ affective domain and the type of program as well as student achievement. The affective domain measures were students’ anxiety, self-efficacy as well as their attitudes towards mathematics. The study used a quasi-experimental nonrandomized pretest-posttest control group during the spring 2016 semester. The data were collected using several different instruments including: (a) a questionnaire, (b) a test of prerequisite skills, and (c) an end-of-semester comprehensive final examination. Results from this study indicated that students’ affective domain and which web-based program is used in the course have an effect on student achievement. Students that completed their work in ALEKS had higher attitudes, higher self-efficacy, lower anxiety, and higher student achievement than students that completed their work in MyMathLab. The results of this research inform the mathematics community about the effect choosing a web-based program has on student achievement in intermediate algebra and their affective domain. Also, the findings show the importance and place great emphasis of students using the web-based programs and completing the work within the program.
Wendel, Holly Marie, "Effects of Intelligent Computer-Generated Interactive Mathematics Programs on Students’ Achievement and Affective Domain" (2016). Theses and Dissertations. 951.