Year of Publication

2018

Season of Publication

Summer

Paper Type

Doctoral Dissertation

College

College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

Department

Leadership, School Counseling & Sport Management

NACO controlled Corporate Body

University of North Florida. Department of Leadership, School Counseling & Sports Management

First Advisor

Dr. Daniel Dinsmore

Second Advisor

Dr. David Hoppey

Third Advisor

Dr. Kosze Lee

Fourth Advisor

Dr. Deb Miller

Department Chair

Dr. David Hoppey

College Dean

Dr. Diane Yendol-Hoppey

Abstract

Students taking courses in developmental mathematics do so in one of three modalities - some take the classes face-to-face in a classroom with a professor who is physically present, others take the classes in what is known as a blended or hybrid mode in which the professor uses a combination of classroom and online time to teach the course, and another group takes the classes completely online. Increasingly, a growing number of students are taking these courses in a hybrid mode or completely online, and this phenomenon is causing educators to redesign their programs, offering more courses in these two modalities. However, some program leaders do so without any data about the achievement and course completion rates of students in the different modalities. This research 1) investigated the achievement rates of students taking an eight week developmental mathematics course, taught in three different modalities and 2) investigated the course completion rates of students taking an eight week developmental mathematics course, taught in three different modalities. Specifically, the purpose of this study was to examine the achievement and course completion rates of students enrolled in an eight week developmental mathematics course, Elementary Algebra, based on the delivery modality. The study was conducted at a large multi-campus institution located in the southeast United States as the research site. The theories used to frame the research were the Information Processing Theory and Cognitive Load Theory.

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