Date of Conferral

2020

Degree

Ph.D.

School

Education

Advisor

Amy B. Adcock

Abstract

Nontraditional students, who often do not have a background in computer usage, are a growing population in higher education. These students are often ill prepared for success in mathematics courses due to attitudes toward mathematics and the use of technology in the learning process. Researchers have looked into the needs of nontraditional students in academic settings but have not focused on nontraditional students' use of adaptive learning components, such as Pearson's MyMathLab (MML), in blended classrooms. The purpose of this sequential explanatory mixed-methods study was to explore the difference in nontraditional students' attitudes toward math and the use of technology depending on the frequency of using MML. This study involved 30 participants between the ages of 27 and 54 years who attended blended learning math classes at a Philadelphia, PA area community college. Dienes's theory of learning mathematics was used for the conceptual framework for this study, as it stresses direct interaction through perceptual variability, mathematical variability, and constructivity. Quantitative analysis was used to examine nontraditional students' responses on the Attitudes Toward Technology in Mathematics Learning Questionnaire. No significant differences were found nontraditional students' attitudes toward math and the use of technology depending on the frequency of using MML. Four professors and 8 students were interviewed to gain knowledge on their attitudes toward technology and mathematics. Open coding was used to develop themes and patterns. Identified themes included the use of tools, support outside the classroom, and pace of learning. This study may support positive social change by providing ways to combat stressors and intimidation and thus improve students' success in the classroom.

Download

Included in

Education Commons

Share

 
COinS