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Abstract
We face a world in which a college degree increasingly dictates the likelihood of life success. At the same time, there has been an ever increasing population of students who have not been prepared adequately through their high school education to meet the rigors of college/university-level content. The present study investigated the effects of a web-based technology centric course, Assessment and Learning in Knowledge Spaces (ALEKS, 2001), on the remediation of college freshmen enrolled in an intermediate algebra class. Mathematics anxiety and attitudes toward mathematics were investigated to determine if ALEKS lowered mathematics anxiety, as well as improved attitudes. The findings of this research found that ALEKS Intermediate Algebra students performed as well as the control group taught by lecture. The anxiety of the experimental group decreased more than the control group, and the experimental group's attitude toward mathematics improved at a greater rate than the control group.
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Notes on contributors
Judy M. Taylor
Judy M. Taylor, Ph.D., is an assistant professor of mathematics, LeTourneau University, 2600 Mobberly Avenue, Longview, Texas 75606, [email protected]. Her interest is teaching mathematics to unprepared students and the preparation of future teachers.