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A Study of Non-traditional Instruction on Qualitative Reasoning and Problem Solving in General Studies Mathematics Courses
Journal article

A Study of Non-traditional Instruction on Qualitative Reasoning and Problem Solving in General Studies Mathematics Courses

Kuiyuan Li, Jossy Uvah, Raid Amin and Rohan Hemasinha
Journal of Mathematical Sciences & Mathematics Education (MSME), Vol.4(1), pp.37-49
2009

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Abstract

In this paper we discuss pair-wise comparisons of students’ performance in College Algebra and Elements of Statistics courses among three instruction formats: the traditional face-to-face lecture without technology enhancement, the blended face-to-face lecture with web-based homework, and the fully online. Overall, there was no evidence of a difference in the students’ mastery of College Algebra concepts between instruction given in the traditional and blended modes. Students in the blended Elements of Statistics classes outperformed those in the traditional format. These findings are consistent with previous studies such as those reported by Barnes, Cerrito, & Levi (2004). However, students in the fully online classes performed significantly worse than those who had the face-to-face lectures in the blended and traditional formats. Our results illuminate nuances which suggest that the very attributes of face-to-face instruction with web-based homework systems and fully online classes that are beneficial to the top performing students may be detrimental to the lowest performing students. We offer some suggestions to accommodate the situation.

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