| This case study explored the impact of instructional methodology on self-directed learning, learning styles, attitudes, and achievement among female and male students in both a Blackboard-based and traditional face-to-face college algebra course. The sample was comprised of 21 students in the Web-based and 24 students in the traditional face-to-face setting.; Data were collected using several instruments that included (a) learning styles surveys, (b) questionnaires, (c) interviews, (d) observations, and (e) final course grades. An analysis of the data included pattern matching and triangulation strategies as well as the statistical t test.; Students in the Blackboard-based college algebra course indicated greater levels of self-direction (76.2%) because of the instructional methodology employed than did the students in the traditional setting (29.2%). Students in both groups reported no noticeable changes in their preferred learning styles; but changes in their learning strategies helped them to adapt to some of the instructional features of their course. A statistical t test using final course grades revealed that there were no statistical differences in achievement regardless of gender or instructional methodology. The majority of students in the Blackboard-based course were positive about their instructional experiences with male students more receptive to engage in Web-based mathematics courses than were the female students. Female students indicated a preference for mathematics instruction that included more interactive group work.; The results of this study contribute to positive social change by emphasizing the need for self-direction when engaged in mathematics online learning as well as the need for more interactive group work among females. Administrators and educators will find this study helpful in the design of Web-based mathematics instruction by including more interactive multimedia components, such as graphics simulations, that will enhance and facilitate the learning process. |
