Personalized Adaptive Learning in Undergraduate Mathematics: A Meta-Analysis (Poster 36)

• In Event: Thursday Poster Session 10:50 am
  In Poster Session: Research Syntheses and Meta-Analyses in Education: Exemplar Studies and Methodological Guidance

Abstract

This study examines personalized adaptive learning (PAL) within a population that has yet to be fully explored with meta-analytic methods, that of undergraduate students, with a focus on mathematics outcomes, and will address limitations of previous reviews related to personalized learning (e.g., examining research quality; expanding publication period, databases, and publication type). Undergraduate mathematics courses can serve as roadblocks to college degree attainment for many students, regardless of degree. PAL offers students to the opportunity to develop mathematical skills in a personalized way, while enabling instructors to identify students’ struggle areas and taking appropriate remedial actions. A total of 10,587 non-duplicated studies were identified at the abstract and title screening phase. This study will present the results to-date.

Authors

• Debbie L. Hahs-Vaughn, University of Central Florida

• Patsy Moskal, University of Central Florida

• Katiuscia Teixeira, University of Central Florida

• Tammy Muhs, University of Central Florida

• Oluwaseun Peter Farotimi, University of Tennessee

• Corinne Bishop, University of Central Florida

• Christina Carassas, University of Central Florida