- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- A Case Study of First-generation Student's Success with the Use Of Adaptive Learning in Gateway Mathematics Courses at a Metropolitan Historical Black College and University
- Creator:
- Mitchell, Rasheedah, Clark Atlanta University
- Date of Original:
- 2022-05
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- born digital
- Type:
- Text
- Format:
- application/pdf
- Description:
- First-generation college students represent approximately 58% of college enrollments. However, these students may struggle in gateway STEM gateway courses and not be able to pursue majors in science, technology, engineering, and mathematics (STEM) fields. The purpose of this case study was to measure first-generation students' success using an adaptive learning system in precalculus at a private HBCU located in a metropolitan area in the Southeastern United States. The study included 342 participants who were selected based on their enrollment in precalculus during the 2018-19, 2019-20, and 2020-21 academic years. This study further explored differences between first-generation students and the rest of the students in time spent with the adaptive learning system (ALEKS, mastery of topics, grades in precalculus, and retention in a STEM major. The results indicated that first-generation students spend more time in Assessment and Learning in Knowledge Spaces (ALEKS) and master a higher percentage of math topics than the other students. In addition, the correlation between time spent and mastered topics was higher for first-generation college students than non-first-generation college students, suggesting that first-generation students may benefit more from using ALEKS when it comes to numeric grades earned in precalculus. The results confirm the tenets of a growth mindset, indicating that a student's approach to challenges and the way they feel about their future improves academic success. Additionally, the results confirm the experiential learning theory, demonstrating that when learner forms new ideas and adjusts their thinking based on an experience, they can create a better successful educational experience.
- External Identifiers:
- Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:2022_mitchell_rasheedah
- Rights Holder:
- Clark Atlanta University
- Additional Rights Information:
- http://rightsstatements.org/vocab/InC-EDU/1.0/
- Original Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
