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Effect of Personalized Learning Paths on Learning Quadratics in Algebra

Abstract This study was conducted to assess the performance of 176 students who received algebra instruction through an online platform presented in one of two experimental conditions to explore the effect of personalized learning paths by comparing it with linearly flowing instruction. The study was designed around eight research questions investigating the effect of personalized learning paths on students’ learning, intrinsic motivation and satisfaction with their experience. Quantitative results were analyzed using Analysis of Variance (ANOVA), Analysis of Covariance (ANCOVA) and split-plot ANOVA methods. Additionally, qualitative feedback data were gathered from students and teachers on their experience to better explain the quantitative finding... (more)
Created Date 2015
Contributor Bicer, Alpay (Author) / Bitter, Gary G (Advisor) / Buss, Ray R (Committee member) / Legacy, Jane M (Committee member) / Arizona State University (Publisher)
Subject Educational technology / Mathematics education / Instructional design / Adaptive Learning / Embedded Assessments / Interactive Multimedia / Mathematics Education / Personalized Learning / Quadratics in Algebra
Type Doctoral Dissertation
Extent 119 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Educational Technology 2015
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis