The effects on student achievement and attitudes of incorporating a computer algebra system into a remedial college mathematics course

The current study examined the effects of using a computer algebra system (CAS) and graphing utility on the achievement and attitudes of students in remedial college mathematics. The participants were enrolled in night sections of a basic algebra course and were identified for remedial work by a placement examination. Students came from various mathematical backgrounds, but all had experienced a cycle of mathematical failure that needed to be broken.;Both adult learning theory and social constructivist theory informed the design of the research and influenced the instruction. The use of technology was designed to further support and better facilitate success for all students in the treatment sections. A CAS offered students a fresh look at mathematics previously studied, facilitated an inductive approach to content, and provided immediate feedback for the students. The CAS use was primarily focused on the rules of exponents, solving linear equations in one variable, and graphing linear equations in two variables. However, the Texas Instruments' TI-92s were available at all times in the classroom for treatment students, except during assessments.;The effect of CAS on achievement was examined by comparing scores from the three researcher-developed tests and the departmental Final Examination. These assessments focused primarily on pencil-and-paper procedures and were designed to reflect the curricular goals of the department. Independent samples t-tests were used to compare the means of the treatment (n = 25) and control (n = 25) groups on each assessment and CAS-specific questions. Multiple regression analysis was used to factor in the effect of gender and age on both the Final Examination and CAS-specific questions. No statistically significant difference in achievement was found on the assessments.;Affective factors were examined quantitatively using a Likert-type instrument. Paired sample t-tests were conducted in order to identify significant changes in attitudes, and multiple regression analysis was employed to determine whether gender or age were significant factors in attitude results. The end-of-term questionnaire and classroom observations provided qualitative data for investigation of the affective domain. Significant difference in attitudes was found and themes indicating differences in classroom culture emerged.