A comparison of artificial intelligence-based asynchronous Internet instruction and traditional instruction in community college developmental algebra.

摘要

This quasi-experimental study was an investigation of whether developmental beginning algebra students in a community college show comparable success rates and levels of achievement when taught using computer-based instruction and traditional lecture-based instruction. The computer-based method used a program called ALEKS, which provided artificial intelligence-based asynchronous Internet instruction to this group. Consenting students were randomly assigned to teaching method but were allowed to switch from the method in which they were placed. Of the 57 students placed into each method, 41 remained in computer-based instruction while 52 remained in the group receiving traditional lecture-based instruction. A pretest-posttest design was used to measure achievement on a test instrument developed by members of the Virginia Highlands Community College mathematics department. Results of ANCOVA on the posttest using pretest as the covariate indicated the presence of a treatment effect in favor of traditional instruction (α = .05). However, analysis of the final course grade distributions revealed no significant difference in pass rates between the two teaching methods.