Aleks and Mathxl: Using Online Interactive Systems to Enhance a Remedial Algebra Course

MOTIVATION In the Fall of 2001, Stillson and Alsup [1] conducted research in three Basic Algebra classes using ALEKS (Assessment and LEarning in Knowledge Spaces) [2], an online interactive learning system. The research examined the effectiveness of using an online computer system to help students master concepts taught in a textbook/lecture-based class. The 2001 study showed that students who invested time to incorporate ALEKS in their study improved their mathematics skills and passed the course. However, lack of motivation, intimidation of technology, and a general lack of good study skills contributed to approximately 41% of the students failing the course. Further study was recommended to discern if educating the students on good study skills, assisting them with the online learning system, and encouraging students toward success would help them pass the course. All Basic Algebra classes on the main campus of this university used an online learning system as part of their course requirement since the Fall of 2001. This follow-up investigation studied the addition of a lab requirement for online work to supplement the textbook/lecture format classes. A set time for lab each week allowed study of whether the students were benefiting from the practice of solving problems with tutor assistance. Time in lab also allowed for structured observations of these students focusing on their productive working habits, which included understanding, recalling, reproducing, and completing assignments on time. This article will present and analyze the effectiveness of various methods including online interactive systems, which can be incorporated in a textbook/lecture-based class to assist the students in making significant progress in their mathematical abilities. REVIEW OF RELATED RESEARCH McSweeney and Weiss [3] in their study on an online learning system found students using Math Online achieved a higher mean score than the control group where students did not use the online system. Math Online is designed to give students an opportunity to work individually on their mathematical skills, reinforcing previously learned concepts and continuing the building process. Linking the paper and pencil methods of solving an algebraic problem with technology was the emphasis of the teaching technique discussed in the research by Taylor and Mittag [4] . In their research the instructor used a calculator during lecture and was able to reinforce the same results as the paper and pencil methods. Taylor's students realized better understanding of mamematical process by working one problem by using both methods (calculator as well as paper and pencil). Calculators were not allowed during exams, but, because of students' understanding of me process, they were successful. Taylor and Mittag's research also concluded that using technology alone did not enhance concrete understanding of a mathematical concept, in the sense described by Choike [5]. Choike found that word problems were just as effective when the numbers were easier to work with and students were taught to identify the problem through words, graphs, tables of data, and finally symbolically (algebraically). He observed that different learning styles were better reached through the process of multiple representations. Weinstein [6] observed study groups of remedial algebra students, noting how they discussed the mamematical understanding with tutors and other students. These students learned mamematical concepts better when allowed to practice the concepts taught in a lecture, whether it be in a group of other remedial students or with a mathematics tutor. He found that they progressed better when permitted to work problems with someone encouraging them as they worked. Mallenby and Mallenby [7] reinforced that previously studied concepts could not be neglected since mathematics builds on prior knowledge. They concluded that when their students reviewed earlier material they were more successful and developed productive study habits. …