Mathematics Achievement: Traditional instruction and technology-assisted course delivery methods

Robert Vilardi
Troy University

Margaret L. Rice
The University of Alabama


The purpose of this study was to analyze technology-assisted course delivery methods to determine their overall effectiveness as it pertains to mathematics courses. This study analyzed both current and historical data in the areas of achievement, retention, and grade distribution for mathematics classes. The study included 14,562 students enrolled in Pre-Calculus Algebra at a Southeastern University. Significant differences were found in student achievement as determined by course grade point average with students in the traditional course scoring higher in average course grade point average. Students in the traditional courses also had a significantly higher number of A’s and a significantly lower number of F’s in the grade distribution. There was no significant difference in the overall retention rate between the 18-week traditional courses and the technology-assisted courses, but there was a significant difference between the 9-week traditional and the technology-assisted courses. In general, the students enrolled in the technology-assisted courses did not perform at the same level as the students in the traditional setting.

About the Author(s)...

Robert Vilardi is Lecturer of Mathematics at Troy University in Montgomery, Alabama with research interests in mathematics education and technology integration. He is the Program coordinator for the Bachelors of Applied Science. He teaches undergraduate courses in mathematics.

Margaret L. Rice is Associate Professor of Instructional and Educational Technology at The University of Alabama in Tuscaloosa, Alabama with research interests in technology integration and distance learning. She is the program coordinator for the Computers and Applied Technology program and teaches graduate courses in instructional technology.

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