Abstract
The aim of this study is to examine the procedural relationship between the psychosocial factors of mathematics learning such as attitudes, motivation and satisfaction and academic achievement in redesigned college-level algebra course sections. Evaluation reports on the redesigned courses show that they have achieved a level of academic achievement equivalent to and / or better than traditionally taught courses, including university-level mathematics introductory courses. However, the reasons for equal or higher academic achievement are not fully documented in the literature. In this context, the academic success of the university-level algebra course designed using the Emporium model was chosen as the focus of this research study. In this manuscript, in addition to the psychosocial factors of mathematics learning, mathematics achievement in the context of university algebra was also examined. The data related to the psychosocial variables were obtained from a likert scale developed by the researcher, and academic achievement data from the final exam grades of the algebra course. Hierarchical multiple regression analysis was used to analyze the collected data. The results of the study indicaed that satisfaction from mathematics teaching was the only significant predictor of mathematics achievement in college-level algebra; learner motivation and satisfaction were determined as important predictors of attitude towards mathematics, and attitude towards mathematics played the role of mediating variable in the relationship between student satisfaction and motivation in introductory level redesigned university algebra courses.
Highlights
Regardless of the academic discipline, the common problems of collegelevel introductory courses are high enrollment rates, low academic achievement, and low retention rates
The math Emporium, fully online, and linked workshop course redesign models have been successfully implemented in college-level introductory mathematics (NCAT)
Participating institutions choose their redesign model by considering many factors - redesign goals, student characteristics, course offerings, prior success of a specific model in a specific course or discipline, cost benefits and available resources – so it is not possible to find an example of each model in the field of mathematics, especially in college algebra
Summary
Regardless of the academic discipline, the common problems of collegelevel introductory courses are high enrollment rates, low academic achievement, and low retention rates. Redesign models propose a change in the methods of content delivery by infusing the best practices of instructional and learning technologies They target different elements of instructional design to achieve the same goals. The math Emporium, fully online, and linked workshop course redesign models have been successfully implemented in college-level introductory mathematics (NCAT). Participating institutions choose their redesign model by considering many factors - redesign goals, student characteristics, course offerings, prior success of a specific model in a specific course or discipline, cost benefits and available resources – so it is not possible to find an example of each model in the field of mathematics, especially in college algebra. The institution reported improved academic achievement and retention (NCAT, 2015a)
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