Dissertation/Thesis Abstract

Influence of instructional technology on learning and persistence of tribal college students: A quasi- experimental study
by Shah, Seeta Terry, Ed.D., University of Phoenix, 2009, 144; 3375974
Abstract (Summary)

Instructional technology integrated with traditional classroom instruction significantly and positively (p < .001) influenced learning outcomes and persistence of students of first year mathematics classes of Tribal Community College A when compared with a control group of students of first year mathematics classes of Tribal Community College B, using only traditional classroom instruction. The current quantitative between-groups quasiexperiment with double pretests and posttests examined the problem of students’ low learning outcomes and low persistence. Findings are significant for tribal colleges in northern Montana having an increasingly younger student population at risk of not completing their two-year program of study. Recommendations include further research in using instructional technology for other subject areas and appropriate professional development for instructors of tribal colleges.

Indexing (document details)
Advisor: Neeley, Douglas K.
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 70/09, Dissertation Abstracts International
Subjects: Community college education, Mathematics education, Educational technology, Native American studies
Keywords: American Indian, Community college, Curriculum and instruction, Educational technology, Instructional technology, Learning, Multimedia learning, Persistence, Teaching mathematics, Tribal college
Publication Number: 3375974
ISBN: 978-1-109-39366-8
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy