Komar, J. A., & Troka, T. (2015, June), Improving Performance in College Algebra Using Technology  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24260

\bibitem{asee_peer_24260}
  Komar, J. A., \& Troka, T. (2015, June), \emph{Improving Performance in College Algebra Using Technology}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24260

Judith A Komar and Tonya Troka.  "Improving Performance in College Algebra Using Technology".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24260 Internet.  17 Apr, 2024

\bibitem{asee_peer_24260}
  Judith A Komar and Tonya Troka.
  "Improving Performance in College Algebra Using Technology".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24260 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_24260
author = "Judith A Komar and Tonya Troka"
title = "Improving Performance in College Algebra Using Technology"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24260}
number = {10.18260/p.24260}
}

TY  - CPAPER
AB  -           Improving Performance in College Algebra Using TechnologyCollege algebra (MATH112) has historically been a challenge for our institution, and acrosshigher education. It is a course that a majority of college students take, but has low success rates.In January of 2012 nearly half of all students at this University who took MATH112 failed. Anadditional 30% withdrew from the course without earning credit. College Algebra is a gatewaycourse for engineering students. Students must successfully complete this course prior tomoving forward in the program. It was necessary to take additional actions to impact the failureand withdraw rate in this important first-year course. The combination of high failure andwithdraw rates made this course a perfect candidate for our new adaptive learning technology toenhance the learning in the course.The University integrated an adaptive learning (AL) platform into courses in 2012. The firstcourse to use this technology was College Algebra. Within this platform students are givenelectronic pretests that assess the starting point for the learner in each content module, whilebuilt-in formative and summative assessments track student performance and determine thelearning activities which will be presented to the student in sequence. Based on the research by(Brusilovsky & Millán, 2007; De Bra, 2006), who have all explored AL, our platform offers allof the benefits of adaptive learning as it delivers individual learning experiences that are reactiveto the student’s interactions and needs.The AL platform identifies a learning space for each individual user, through complex invisibleprofiling of the student and also of the learning content. This rich individual user profile includesprevious learning experience, desired learning objectives, identified learning styles and alsopsychometric and cognitive information. Together with profiled learning material the systemthen dynamically generates an individual learning path to guide a learner in achieving their ownpersonal learning objectives.In October 2012 a pilot study was launched for College Algebra introducing the adaptivelearning component. The learning map within the course was developed based on the courseoutcomes and developed entirely by the institution’s faculty. The course outcomes are directlylinked to all of the material in the learning map. This approach makes this course unique asstudents are delivered material that is specific to the course design and outcomes. This allowsfor assessment of learning specific to the course outcomes for each student.The research on the effectiveness of adaptive learning and its impact on student success islimited. Specific research on withdraw and failure rates have been completed by Schunn andPatchan (2009) and Knewton (n.d.). This paper will include one specific study that covers twoyears of data (including 2,000 students) that indicates a reduction in failure rate from 30% to18% and a withdraw rate reduction from 32% to 8%.             Pass Rates for College Algebra100%                                                  150                                                      14080%                                                   130                                                      12060%                                                   110                                                      10040%                                                   90                                                      8020%                                                   70                                                      60 0%                                                   50              %Pass Index to 2012 Baseline   % Pass       % Students who Withdrew – College Algebra35%30%25%20%15%10% 5% 0%
AU  - Judith A Komar
AU  - Tonya Troka
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Improving Performance in College Algebra Using Technology
UR  - https://peer.asee.org/24260
DO  - 10.18260/p.24260
ER  -