Evaluating the effectiveness of interactive computer tutorials for an undergraduate mathematical literacy course

Abstract

This article describes a study of learning when students used interactive spreadsheet-based computer tutorials in a mathematical literacy course. It foregrounds theories relating to the role of computer technology (and specifically spreadsheets) as a mediator for learning of mathematics. It outlines the application of quantitative methods involving pre-and post-testing of students, both in the computer laboratory and in the lecture sessions, and discusses factors constraining the experimental design and the usefulness of the results. There are indications that the data reveal real differences between the learning experiences in the lecture sessions and the computer laboratories. It appears that in some respects the computer tutorials were more effective in conveying the concepts than the lecture sessions were. A method of analysing and representing the data, that tracks the extent of learning of concepts through the pre-and post-tests, was developed. It allows for the performance of sub-groups of students to be examined separately. This analysis shows that simple definitions of disadvantage (such as having English as a second language) are inadequate to account for the poor performance of students in the lower quartile.

A quasi-experimental comparison of spreadsheet- and classroom-based statistics tutorials

“…This view is in accordance with certain previous studies (e.g. Frith et al, 2004) that have found an advantage of spreadsheet-based teaching over traditional teaching methods. Such a comparison could therefore have led, potentially, to one group of students being disadvantaged in terms of their preparation for the test.…”

“…First, although many authors (e.g. Beare, 1993;Drier, 2001;Flynn et al, 2006;Frith et al, 2004;Hall, 1995) have proffered processes that may explain improved outcomes-based performance when using spreadsheet programs to teach statistics (e.g. more realistic and interactive examples, simulation-based activities improving understanding, etc.…”

“…A study that used interactive spreadsheet-based instruction as an adjunct to classroom teaching (Frith et al, 2004) found that such instruction could achieve some impact on the teaching of fundamental mathematical and statistical concepts. The authors concluded, 'It appears that while the lecture room tutorial taught the students how to calculate the various statistics, the computer tutorial was more effective in giving them an understanding of the concepts and they retained better what they had learned ' (p. 163).…”

Internet as an Information Source: Attitudes and Usage of Students Enrolled in a College of Agriculture Course

“…While at home, the majority of students are connecting to the Internet using high-speed (55.3%) and wireless access (37.5%), and at school, almost half (49.8%) of the respondents indicated using a computer lab to go online. This is important as many instructors are beginning to use multimedia technologies that require fast connectivity speeds to support in-class activities at home (Firth, Jaftha, & Prince, 2004;Dunn, Thomas, Green, & Mick, 2006;Savage, & Vogel, 1996). Students report having access to technology that is capable of handling such complex tasks online, possibly reducing anxieties due to technology malfunctions (Kelsey, 2000).…”

A preliminary validation of Attention, Relevance, Confidence and Satisfaction model‐based Instructional Material Motivational Survey in a computer‐based tutorial setting

“…Educators and researchers have used computer‐based tutorials to teach a variety of subjects and found that this instructional application helps students acquire intended knowledge more effectively and efficiently. The immediate feedback and self‐pacing features inherent to most computer‐based tutorials facilitate the learning process and better prepare students for problem‐solving tasks that are complicated in nature (Baggott, 2000; Frith, Jaftha & Prince, 2004; Rowe & Thorburn, 2000). However, few studies have discussed the motivational component of computer‐based tutorials that is essential when evaluating any instructional material regardless of its format (Newby et al , 2000).…”