An Examination of How Students Interact With and View Adaptive Learning at a Private HBCU in the Southeastern Region of the United States
Reese, Aleesa, Clark Atlanta University
2023-05
2020-2029
This study aimed to explore how students interact with and view adaptive learning at a private HBCU in the southeastern region of the United States. The researcher utilized a convergent parallel mixed-method approach that focused on 131 students enrolled in precalculus during the 2020-2021 academic school year, Spring 2022 semester, and Fall 2022 semester. Specifically, the study examined whether patterns and frequency of interaction with the adaptive learning system, Assessment and Learning in Knowledge Spaces (ALEKS) influence academic achievement in precalculus and mastery of mathematical concepts. The results confirmed the tenets of the achievement goal theory, indicating that reviewing topic-related lessons and practicing consistently in ALEKS throughout the week have a positive impact on grade obtained in the course and mastery of mathematical concepts. This finding has implications for math faculty and departments, where students can benefit from using adaptive learning tools such as ALEKS. It also has implications for other institutions that aim to support students who pursue STEM majors.
text
application/pdf
born digital
Atlanta University and Clark Atlanta University Theses and Dissertations
dissertation
Doctor of Education (EdD)
Clark Atlanta University
Department of Educational Leadership
Teodorescu, Daniel
Georgia--Atlanta
http://hdl.handle.net/20.500.12322/cau.td:2023_reese_aleesa
http://rightsstatements.org/vocab/InC-EDU/1.0/
