Abstract

This study was conducted to investigate the effectiveness of a treatment designed to improve college algebra students' attitudes toward mathematics. Keller's ARCS motivational design model was used as a guiding framework for the development of a motivational video, which was delivered online. The application of motivational design to improve mathematics attitudes in an online environment extends the use of motivational design. A pretest-posttest control group design was used to test the effectiveness of the treatment. The participants in this study were 43 students enrolled in a college algebra course offered at a large state university in the mid-Atlantic region of the United States. Statistically significant results were observed for improved attitudes toward mathematics.

Citation

Hodges, C.B. & Kim, C. (2013). Improving College Students' Attitudes toward Mathematics. TechTrends: Linking Research and Practice to Improve Learning, 57(4), 59-66. Retrieved August 8, 2024 from https://www.learntechlib.org/p/131928/.

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Keywords

• algebra
• Attitude Change
• college mathematics
• College Students
• Computer Assisted Instruction
• Control Groups
• Instructional Effectiveness
• internet
• Mathematics Instruction
• Motivation Techniques
• Pretests Posttests
• State Universities
• student attitudes
• student motivation
• Video Technology