Learning Technologies and Student Success: Evidence From the Emporium Instructional Model in Developmental Math Courses

• In Event: 56.081 - Roundtable Session 24
  In Roundtable Session: 56.081-8 - Learning and Student Success

Abstract

This paper evaluates the adoption of the Emporium Model, or technology-centered instruction, in developmental and gateway college-level math courses at public two-year and four-year colleges in Tennessee. Using six years of student-level data, I examine whether the use of technology-centered instruction in lower-level developmental math courses results in higher course pass rates and persistence rates for students than the traditional lecture-based version of these courses. While much of the prior research has applied to students from a wide range of academic backgrounds, the primary objective of this study is to discern whether technology-centered instruction is helpful, or harmful, for the most academically underprepared students. Results suggest that the effects differ for students attending two-year versus four-year colleges.

Author

• Angela Boatman, Vanderbilt University - Peabody College