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.
|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|
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