Undergraduate Students’ Knowledge of Algebra

Evaluating the Impact of Computer-based and Traditional Learning Environments

Erin Krupa, Corey Webel, Jason McManus

Research output: Contribution to journalArticleResearchpeer-review

3 Citations (Scopus)

Abstract

Abstract: We share results from a quasi-experimental study in which we compared achievement between traditional face-to-face and computer-based sections of Intermediate Algebra on a common multiple choice exam as well as performance on open-response tasks. Students in the computer-based group performed better on the final exam and were also more likely to correctly complete the open-response tasks than students in the traditional sections. However, the computer-based group showed limited ability to interpret an equation and relate it to a contextual situation as compared with the face-to-face group. Students in both groups showed limited ability to write algebraic equations to represent contextual situations.

Original languageEnglish
Pages (from-to)13-30
Number of pages18
JournalPRIMUS
Volume25
Issue number1
DOIs
StatePublished - 5 Jan 2015

Fingerprint

Learning Environment
learning environment
Algebra
Group
student
Common multiple
ability
Algebraic Equation
Experimental Study
Likely
Knowledge
performance

Keywords

  • Curriculum
  • algebra and algebraic thinking
  • post-secondary
  • technology

Cite this

Krupa, Erin ; Webel, Corey ; McManus, Jason. / Undergraduate Students’ Knowledge of Algebra : Evaluating the Impact of Computer-based and Traditional Learning Environments. In: PRIMUS. 2015 ; Vol. 25, No. 1. pp. 13-30.
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Undergraduate Students’ Knowledge of Algebra : Evaluating the Impact of Computer-based and Traditional Learning Environments. / Krupa, Erin; Webel, Corey; McManus, Jason.

In: PRIMUS, Vol. 25, No. 1, 05.01.2015, p. 13-30.

Research output: Contribution to journalArticleResearchpeer-review

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