Jan Case Jacksonville State University

1. Using the National Repository of Online Courses to Increase the Effectiveness of Developmental Mathematics Instruction Jan Case Jacksonville State University 2012 American Association of State Colleges and Universities San Antonio, Texas

2. NROCmath.org • The National Repository of Online Courses • A non-profit, open educational resource project of The Monterey Institute for Technology and Education • Funded by • The William and Flora Hewlett Foundation • The Bill and Melinda Gates Foundation • Same content as HippoCampus.org

3. Demonstrationof NROC

4. Technology & Education • Technology might have taken over entertainment & business, but students are not accustomed to technology in the classroom

5. Our Experience • Joined the NROC pilot program for universities in July 2011 • Small scale introduction of integrated media resources in August 2011 • Graduate teaching assistant • The “if you build it they will come” strategy • The “helpful encouragement” strategy

6. Did they take the bait?

7. Final Tally of Users • 41 students were initially enrolled in two developmental mathematics courses at a local junior college that is a primary feeder to our student body. • 12 of the 41 (29.3%) used NROC at some point in the semester

8. Starting Point: Did only the smart students try NROC? • The difference in mean Compass scores is not significant for any test. • The test means for NROC users are significantly higher for Test 2 ( p = 0.0055), Test 4 (p = 0.0335), and the Final Exam (p = 0.0355). • The mean score for Test 3 is higher, but not significantly higher (p = 0.187)

9. How much did NROC help? (11.04 points) Correlations: Test 2 attempts, Test 2 Score Pearson correlation of Test 2 attempts and Test 2 Score = 0.328 P-Value = 0.036

10. How much did NROC help? (8.418 points) Correlations: Test 3 attempts, Test 3 Score Pearson correlation of Test 3 attempts and Test 3 Score = 0.407 P-Value = 0.008

11. How much did NROC help? (22.85 points) Correlations: Test 4 attempts, Test 4 Score Pearson correlation of Test 4 attempts and Test 4 Score = 0.384 P-Value = 0.013

12. What is the best predictor of the final course average? Coefficients Term Coef SE Coef T P Constant 9.65498 1.27402 7.5784 0.000 Test 2 Score 0.15810 0.03813 4.1460 0.000 Test 3 Score 0.22866 0.03628 6.3024 0.000 Test 4 Score 0.11946 0.04178 2.8595 0.009 FINAL Exam Score 0.37627 0.02992 12.5778 0.000 used NROC No -2.41639 0.70305 -3.4370 0.002 Summary of Model S = 3.35637 R-Sq = 99.16% R-Sq(adj) = 98.97%

13. Double-check: Did only the smart students try NROC? General Linear Model: Course Avg. versus Final Exam Score using Compass scores as a covariate to control for initial differences. There is no need to control for initial differences in mathematical ability. Analysis of Variance for Course Avg., using Adjusted SS for Tests Source DF Seq SS Adj SS Adj MS F P FINAL Exam Score 12 25244.4 20820.9 1735.1 8.79 0.000 Compass PreAlgebra 1 190.8 190.8 190.8 0.97 0.343 Error 13 2566.2 2566.2 197.4 Total 26 28001.4 S = 14.0498 R-Sq = 90.84% R-Sq(adj) = 81.67%

14. Conclusions • Even with helpful resources that are easy to use, students need a structured format to assist them in making use of the benefits. • The appeal of integrated media resources is independent of initial mathematical aptitude. • There is a measurable positive relationship among uses of integrated media resources and test scores.

15. What’s next? • NROC will be used again at the junior college. (minimal structure) • NROC will be used in the entry level mathematics courses in the mathematics department. (medium structure) • NROC will be used by our university’s Learning Services department for developmental mathematics courses. (highly structured)

16. Questions? Jan Case, Jacksonville State University