Factors Influencing African American Students' Attitude, Comprehension, and Course Completion In Computerized Mathematics Courses

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Leadership and School Counseling

First Advisor

Wanda Maulding

Advisor Department

Educational Leadership and School Counseling


This study is an exploration of the affects of two levels of 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 of two extremes of 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 of 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.