Redesigning College Algebra: Combining Educational Theory and Web-Based Learning to Improve Student Attitudes and Performance

Abstract

Abstract In 2001, Black Hills State University (BHSU) redesigned college algebra to use the computer-based mastery learning program, Assessment and Learning in Knowledge Spaces [1 Assessment and Learning in Knowledge Spaces (ALEKS). (n.d.) http://www.highed.aleks.com/ (Accessed: 2 July 2004). [Google Scholar]], historical development of concepts modules, whole class discussions, cooperative activities, relevant applications problems, and many fewer lectures. This resulted in a 21% increase in passing rate (from 54% to 75%), a 300% increase in enrollment in the next mathematics course in the program (trigonometry), a 25% improvement in attendance, and a statistically significant increase in Collegiate Assessment of Academic Proficiency (CAAP, a nationally normed test) scores. This article explores BHSU's struggles, successes, and plans for future work in making mathematics courses more accessible, engaging, and worthwhile to students.