DEVELOPMENTAL MATH
Changing Student Outcomes
with Adaptive Learning Technologies
𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
LaVerne W. Ellerbe
August 3, 2011
𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
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 collegelevel 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).
𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
Purpose
This 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
𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
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”
𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
Scaffolding: Zone of Proximal Development
Model for Combined Technology & Innovative Instruction
Instructional
Scaffolding
Adaptive Learning
Technology
Bridges the gap between
what learners know,
what they can do, and
the goal or skill they
want to achieve
Transcends placement
ceilings and floors by
adapting to the
students’ level of
competence
Flexible and temporary
design allows students
to become proficient,
proceed at their own
pace, and construct new
scaffolds
Addresses individual
differences through
ongoing diagnosis and
calibrated support
Dependencies and Resources
Faculty
Curriculum
Policy
Instructional
Scaffolding
Design
Adaptive
Learning
Technology
Developmental
Math
Student
& College
Advancement
Rates
𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
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 considered
o
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 courses
o
College Advancement Rates
• Enrollment, persistence, transfer and degree/certificate completion rates
• Impact of technology on system wide developmental math goals
Timeline
Design mixed
method study
• Fall 2011
Approval to
Conduct
Research
• Fall 2011
Begin data
collection
Spring 2012
Begin data
analysis
• Summer
2012
𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
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
𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
Limitations & Unknowns
•
•
•
•
Start date (data collection)
Time constraints (research design, observation, data management)
Approvals (Proposal, IRB)
Budget
𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
Appendix
Research Praxis Journal Entries 2, 4
𝒂𝟐 + 𝒃𝟐 = 𝒄𝟐
Appendix
FOCUS:
Effect of Adaptive Learning Technologies on Student Success in Developmental Math & Community College Advancement Rates
DATA SOURCES
Overarching Question
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.
Appendix
Adaptive Learning Technologies:
Effect on Student Success in Developmental Math and Community College Advancement Rates
Theme 1: Student
Outcomes
Experience with
technology, precommunity college math,
developmental placement
level, pass rates,
demographic factors
Subtheme 1: Student
populations
Ethnicity, 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
Benefits
Pilot and scale up
funding, partners,
evaluation team and
dissemination of results
Theme 3: Policy
Math 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?