Teaching College Algebra Using Web-Based, Project-Based and Peer-Led-Team Learnings

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DOI: 10.4236/ce.2020.116065    695 Downloads   2,020 Views  Citations

ABSTRACT

The University of Arkansas at Pine Bluff (UAPB) is the second oldest historically black land-grant institution in the state of Arkansas and has been producing well-qualified STEM scholars. However, STEM students at UAPB are affected by Mathematics classes, especially College Algebra. The purpose of this article is to share how the Department of Mathematics and Computer Science (MCS) increased the passing rates of College Algebra courses. MCS utilized three evidence-based (EB) instructional methods (WebAssign, Peer-Led-Team-Learning and Julia computer programing) and created a Co-Requisition College Algebra course to improve the passing rates of College Algebra courses. In addition, Math faculty received a 2-day faculty development training on EB instructional methods to properly and efficiently implement EB instructional methods. Through these activities the passing rates of College Algebra courses have improved. In addition, students who are enrolled in EB instructional College Algebra classes showed positive attitudes toward learning College Algebra according their survey results.

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Harris, A. , Harris, S. , Hulsey, S. and Lindsey, T. (2020) Teaching College Algebra Using Web-Based, Project-Based and Peer-Led-Team Learnings. Creative Education, 11, 898-912. doi: 10.4236/ce.2020.116065.
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