A Step in the Positive Direction: Integrating a Computer Laboratory Component into Developmental Algebra Courses

Abstract The mathematics department in a community college found that a program focusing solely on computer directed instruction in a developmental algebra course was not producing the positive results expected. The author describes the process of modifying the program to integrate classroom instruction along with a laboratory, either in a computer laboratory or classroom laboratory. There are many challenges facing community colleges across the nation, especially in the area of developmental mathematics. According to the American Association of Community Colleges (2000), over 10.4 million students are enrolled in community colleges nation-wide. As enrollment grows, so does the number of under prepared students entering postsecondary education. Ninety-nine percent of all community colleges offer some type of developmental course (NCES, 2001). At our community college, over 49 percent of entering freshmen require help to begin credit courses. The institution faces the challenge of establishing an effective program designed for students who are not academically prepared for college level work, especially in the area of mathematics. The developmental mathematics program consists of several courses beginning with Basic Mathematics, followed by Introductory Algebra, and then by Intermediate Algebra. A laboratory course for those students who have not passed the mathematics portion of the Texas Academic Skills Program (TASP) test is also offered. These courses were initially taught in the traditional approach of lecture, modeling, and questioning. In examining the different options for revising the developmental program, the decision was made to integrate computer technology into the developmental mathematics program. In the summer of 1996, I began to oversee a Computer Directed Instruction (CDI) course for the mathematics department. Since computerbased instruction was to be used as the primary delivery technique, my role changed from that of an instructor to that of a learning facilitator. I assisted in the management of the computer system, introduced students to computer use, monitored and provided timely feedback on the students' progress. The following semester, two more sections of CDI were offered: an Introductory Algebra course and an Intermediate Algebra course. Several TASP laboratory sections were also offered. These laboratory sections were designed to meet the state mandated developmental mathematics for students who had not passed the mathematics portion of the TASP test. As our numbers increased, we started to crowd the library computer laboratory. We finally were given our own designated computer laboratory with over 60 computers dedicated to the mathematics department. Thus, began our journey down the tortuous road toward developing a new instructional design in our developmental mathematics program. As we began our new program, we experimented with different course designs. Two different developmental algebra courses were offered in the morning: an Introductory Algebra course and an Intermediate algebra course. These two sections met five days a week, for six contact hours per week. Afternoon developmental basic math courses met only three hours per week. The laboratory was staffed with one faculty member and several student tutors who assisted students with mathematical content and technical software difficulties. Students were given a list of the computer assignments that needed to be completed by the end of the semester. The program was similar to a self-paced program. The majority of the students lacked the self-discipline and motivation needed to complete the coursework and the open lab policy did not work. Not surprisingly, there was a long line of students waiting for a computer to become available in order to finish the last day of the semester. Nevertheless, it is important to note that there were a few students who were able to meet the course objectives and finish the course requirements before the allotted time. …