Date of Award

Summer 8-2007

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and Research

Committee Chair

Dr. Wanda Maulding

Committee Member 2

Dr. Kyna Shelley

Committee Member 3

Dr. Terrell Tisdale

Committee Member 4

Dr. Debra Gentry

Abstract

This study is an exploration of the affects o f two levels o f computer-assisted instruction on the attitudes, comprehension, and persistence to course completion for students enrolled in three developmental mathematics courses at a community college. Research indicates that African-American students’ attitudes toward mathematics are consistently low which inhibits comprehension of objectives and success in academic pursuits. The application o f two extremes o f computerized instruction is the independent variable for the analyses of variance in attitude, comprehension, and course completion. The research supports the conclusion that there exists a significant difference between comprehension levels for the two cohorts o f students. A regression analysis was conducted to assess whether attitudes toward mathematics and level of computerized instruction would predict comprehension of subject matter. Results indicate that the linear combination of predictors is significant.

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