An evaluation of computer -mediated learning for elementary algebra students at Pasadena City College

Providing a transfer path to four-year universities is a major mission of the California community colleges. Important to this mission is the promise of equity, ensuring that underrepresented and disadvantaged populations have access and the necessary skill preparation to allow them to transfer to a four-year university.;A March 15, 2000, article in the Los Angeles Times reported that of the 31, 187 freshmen that entered the California State University system in fall 1999, 48 percent required remedial math. About 46 percent required remedial work in reading and writing. Further, the proportion of unprepared students reported was much higher in large, urban campuses that tend to attract students from low-performing high schools. In response to this lack of preparation, the California State Universities have in the last few years begun to limit access of prospective freshman that require remedial work.;Developmental math and English can, in effect, become gatekeeper subjects keeping remedial students from accomplishing their goal of transferring to a four year university. A lack of developmental math preparation can strand students in remedial classes semester after semester.;This study will seek to determine if Elementary Algebra students, at Pasadena City College, who register for classes utilizing Computer Aided Instruction (CAI) as a primary instructional delivery are more likely to have successful retention success than similar students in a traditional lecture based classroom. A survey will be conducted to determine equivalent computer experience for the two groups. Further, historical statistical data will be analyzed to see if any statistical significance is associated with type of learning methodology, gender, and minority status.