Abstract

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.