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Redesign of Precalculus Mathematics. Joe Benson College of Arts and Sciences The University of Alabama. Setting (1999). 6 Precalculus math courses 6500 students per year Taught in traditional, lecture-based setting Taught entirely by instructors and GTAs. Problems.
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Redesign of Precalculus Mathematics Joe Benson College of Arts and Sciences The University of Alabama
Setting (1999) • 6 Precalculus math courses • 6500 students per year • Taught in traditional, lecture-based setting • Taught entirely by instructors and GTAs
Problems • Courses teacher centered • No support for multiple learning styles • Inconsistent coverage of topics • No flexibility in instructional pace • Lack of student success • D/F/W rates as high as 60% • Very high course repeat percentage • Negative impact on student retention • Significant drain on resources
Solution Teach Intermediate Algebra in a modified emporium format in the Mathematics Technology Learning Center
Course Format • 30-50 minute “classes” that introduce students to topics and integrate the topics into the overall course objectives • 3-4 hours in MTLC or elsewhere working independently using course software that presents a series of topics covering specific learning objectives • Instructors and tutors available in MTLC 71 hours/week to provide individualized assistance
Course Format (continued) • Students work homework problems that cover defined learning objectives • Homework is graded immediately by the computer providing the student with instant feedback on their performance • After completing homework, students take quizzes that cover learning objectives
Course Format (continued) • Students can do homework and take quizzes multiple times and receive instant feedback • After completing homework and quizzes on a series of topics, students take a section test • Tests are given only in the MTLC • Tests available on demand with a specified completion date
Advantages of Course Format • Learner centered • Software supports multiple learning styles • Consistent presentation of material • Individualized tutorial support available
Advantages of Course Format • Students can work at own pace • Students can work in lab or at home • Software provides instant feedback on work • Homework, quizzes, tests, & exam computer graded • Software records all student activity
Success Rates Semester Success Rate Semester Success Rate Fall 1998 47.1% Spring 1999 44.2% Fall 1999 40.6% Spring 2000 53.5% Fall 2000 50.2% Spring 2001 35.8% Fall 2001 60.5% Spring 2002 49.8% Fall 2002 63.0% Spring 2003 41.8% Fall 2003 78.9% Spring 2004 55.4% Fall 2004 76.2% Spring 2005 60.1% Fall 2005 66.7% Spring 2006 56.5% Fall 2006 73.8%
Pass Rate (Subsequent Courses) CohortMTLCOverall F98-Sp99 57.4% 44.3% F99-Sp00 54.6% 40.0% F00-Sp01 58.0% 44.5% F01-Sp02 74.6% 53.8% F02-Sp03 81.4% 46.6% Math 112 - Precalculus
Traditional Course Cost 2001-2002 Academic Year - 1480 Students 43 Sections of 35 Students Each 2 FTTI (16 sections) @ $36,250 $72,500 5 GTAs (20 sections) @ $17,565 $87,825 7 PTTI (7 sections) @ $1,655 $11,585 Total Cost $171,910 Cost Per Student $116
Redesigned Course Cost 2001-2002 Academic Year - 1480 Students 1 Section Each Semester 2 FTTI @ $36,250 $72,500 6 PTTI @ $1,655 $9,930 UG Tutors 5760 hrs @ $7/hr $40,320 Total Cost $122,750 Cost Per Student $83
Conclusions • Based on our experience, we are confident that computer-based instruction in precalculus mathematics courses can: • Enhance student learning • Increase success rates • Reduce resource demands
