Undergraduate mathematics students' attitudes towards online mathematics education and achievement in a hybrid calculus course

This study explored undergraduate mathematics students' attitudes towards online mathematics education as well as differences in achievement of students who participated in a hybrid course when compared with those in a traditional course. Finally, attitudes of students who participated in the hybrid course were examined.;The first part of this study, discovering student attitudes towards online mathematics education, was achieved through the use of a survey. Eight undergraduate mathematics students completed a survey of their attitudes towards online education in general and specifically online mathematics education. The second part of the study, finding differences in student achievement between these learning environments, was accomplished by dividing a Calculus class into two groups, one receiving instruction in a hybrid setting while the other remained in a traditional classroom. Their grades on a chapter examination were compared to reveal any differences in achievement. The final part of the study, finding the attitudes of students who had completed the hybrid component of the course, was accomplished through the use of a survey and interview. Each subject received a survey requiring them to evaluate the experience they had had in the hybrid course. This was then followed by an interview.;The attitudes of mathematics students towards online education were varied. Several were optimistic about the idea of an online mathematics course, but several felt it would be impossible to conduct a successful mathematics course online. There was a slight difference in achievement between the hybrid group and the classroom group, with the classroom group being more successful. The student participants in the study mostly felt that the experience was beneficial, although a few suggestions of improvement arose.