Efficacy of Mastery-Based Adaptive Technology in Introductory Quantitative Reasoning Course

Abstract

In this study, we explored the efficacy of using Hawkes Learning, a mastery-based adaptive technology system in a freshmen level Quantitative Reasoning course at a four-year private university. Students used this competency based adaptive platform to master the content by learning the material at their own pace, then practicing the problems and finally getting certified on their homework assignments. Each topic of this system offered three intuitive modes to mastery: Learn, Practice, and Certify. We analyzed students’ performance and perceptions with this system and compared it with the previous traditional model. Our study indicated that there is no statistically significant difference between students’ performance but their perceptions towards learning have improved significantly when they used this technology. We found that most students were able to succeed in QR course with this technology and it enabled them to become better independent learners.

Keywords: Mastery-Based Learning, Adaptive Technology, Digital Learning, Quantitative Reasoning, Introductory Mathematics Course

DOI: 10.7176/JEP/10-24-02

Publication date: August 31st 2019