The Impact of Proper Use of Learning System on Students’ Performance
Case Study of Using MyMathLab
Mohamed Chabi
1
and Sharmeen Ibrahim
2
1
Department of Mathematics, Foundation Program, Qatar University, Doha, Qatar
2
Academic Support Unit, SLSC, Qatar University, Doha, Qatar
Keywords:
Independent Learners, E-learning, Learning Management System, MyMathLab, Study Plan.
Abstract:
In Summer 2012, the Foundation Program Unit of Qatar University has started implementing new ways of
teaching Math by introducing MML (MyMathLab) as an innovative interactive tool to support standard teach-
ing. MML is used to enhance learning and motivate students to be engaged outside the classroom in the
learning process. In this paper, we focused on the effect of proper use of one of the component of MML
the Study Plan on students performance. Authors investigated the results of students in Pre-calculus course
during Fall 2012 in Foundation Program and in Business Mathematics during Spring 2013 at Qatar University.
The results showed that there was a strong correlation between students’ results in study plan and final course
grade results in Pre-Calculus course and how Business Math students benefited in using Study plan in MML
to improve their Math skills. Also in this paper, we included the survey’s results on the use of MML.
1 INTRODUCTION
In this decade, the traditional ways of teaching have
almost disappeared. In many fields of life, there
is a huge evidence demonstrating that technology-
enhanced instruction will definitely improve the stu-
dent learning outcomes. It will also utilize the re-
sources available to instructors and educational stake-
holders. Josten
´
s Learning Corp and the American As-
sociation of School Administrators conducted a study
of 1,0000 teachers and found out that 94% of in-
structors and school superintendents believe comput-
ers have improved teaching and learning (Law et al., ;
Tapscott, 2005).
It is also revealed that the use of technology in
education expands course offerings and learning ma-
terials in addition to increasing student engagement
and motivation. Moreover, it will support learning 24
hours a day, 7 days a week.
In our study, we highlight a tool called MyMath-
Lab (MML) which is an online interactive and edu-
cational system. It covers courses from basic math
through calculus and statistics, as well as math for
business and future educators. It is designed mainly
for learners who seek more opportunity for practice,
immediate feedback, and automated grading. It was
developed by Pearson, a textbook publishing com-
pany. It is claimed by the company that since it
was released, it has been used by 9 million students
at 1,900 colleges in the United States. According
to a Pearson survey, 80% of students who used this
tool have reported that MML has helped them to suc-
ceed(Speckler, 2010).
Section 2 includes a literature review of some e-
learning systems. Section 3 mainly focuses on the
Study Plan component of MyMathLab. Section 4 dis-
cusses the results and finding of the study. Conclu-
sions and recommendations are presented in Section
5.
2 LITERATURE REVIEW
Many studies were done in the field of integrating
technology with Math learning and teaching. In 2001,
Souters research study observed five algebra classes
involving four teachers and 92 ninth-grade students.
He concluded that using integrating technology into
mathematics can increase student achievement and
motivation which will lead to enhancing students
overall performance(Raines and Clark, 2011).
Moreover, some studies have approved that when
the student uses graphical calculator during their
learning process, then it makes it easier to decide
the best technique to solve the questions which will
lead to better learning outcomes. Several other re-
551
Chabi M. and Ibrahim S..
The Impact of Proper Use of Learning System on Students’ Performance - Case Study of Using MyMathLab.
DOI: 10.5220/0004961605510554
In Proceedings of the 6th International Conference on Computer Supported Education (CSEDU-2014), pages 551-554
ISBN: 978-989-758-020-8
Copyright
c
2014 SCITEPRESS (Science and Technology Publications, Lda.)
search studies have inspected the impact of technol-
ogy on student learning and found its use is asso-
ciated with skill development, content mastery, and
increased exam scores(Strayhorn, 2006; Hofmann,
2002).
One of the well known tools that aims at self-
regulatory skills during learning about complex and
challenging topics when using open-ended learning
environments is hypermedia(Azevedo, 2005). The
advantage the MML has over this tool is the auto-
generated questions by the study plan in the areas the
student face difficulties with.
Furthermore, the use of technology will make it
easier for the instructor to use the e-assessment tools.
This will enable faster decision making in the mat-
ter of tracking students levels and skills, with greater
validity, and a lower cost compared to the traditional
assessment procedure.
3 MYMATHLAB:’STUDY PLAN’
In Summer 2012, the Foundation Program Unit
of Qatar University has started implementing new
ways of teaching Math by introducing MML as
an innovative interactive tool to support standard
teaching. Our main focus in this study is the ’Study
Plan’ component of MML. Study Plan is designed
for students to improve their skills wherever they
face difficulties with in homework, Quiz or Test.
After completing each assigned question, Study Plan
will generate questions that focus on each learning
objective that the student have struggled with.
We have focused on two groups of students,
those enrolled in Pre-Calculus course and those
who are enrolled in Business Mathematics course.
In Pre-Calcluse for Fall 2012, the total number of
students enrolled was 179 female student and 107
male students, as shown in Table 1. The average
number of hours that the students engaged outside
the classroom was 18.77 hours for female students
and 12.09 hours for male students.
For Business Mathematics students, MML was
Table 1: Total Hours Spent on Study Plan - Pre-Calculus.
Factor Female Male
Max 116.75 73.87
Min 0.0 0.0
Median 13.03 7.93
Average 18.77 12.09
Std. Deviation 19.34 13.29
Total 3359.84 1293.62
Students Enrolled 179 107
piloted by one female and one male group. The
number of students involved in this piloting were 41
female students and 31 male students. In this study,
students performance who used MML was compared
to those who did not use MML of total 241 female
and 65 male students.
4 RESULTS AND DISCUSSIONS
4.1 Pre-Calculus Students Results
In our study we used the coefficient of correlation r to
determine whether the is a correlation between effec-
tive use of the study plan and students’ performance
for Fall 2012 students. We computed r = 0.94 which
indicated that there was there was a strong correla-
tions between completing the required questions in
the study plan and a good student’s performance in
the course.
Similar study was conducted in summer 2012 for
a smaller sample and we found r = 0.92 which con-
firmed the beneficially of the effective use of the
Study Plan on learners. The relation between the per-
centage of completing the required Study Plan and the
students’ overall grades is shown in Figure 1.
Figure 1: The effect of study plan on performance of stu-
dents
4.2 Business Mathematics Students
Results
Since we do not have mixed classes at Qatar Univer-
sity, the study was carried out on separate groups of
female and male students. MML was not used from
the beginning of the semester for Business Mathe-
matics students. It was heavily used after Quiz4 and
CSEDU2014-6thInternationalConferenceonComputerSupportedEducation
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Test1 and Figure 2 shows the effect MML on stu-
dents progress. From the chart, there was an improve-
ment for student performance after Quiz4 through the
final exam. For the intermediate tests, the students
grades have improved from 55% in Test1 (without us-
ing MML) to 75% in Test2 after using MML.
Figure 2: Female Students Progress After Using MML in
Business Math Course.
Figure 3 compares the grades of students who
used MML versus those who did not. It was clear that
those who used the tool scored higher than those who
did not. 18% of students who used the tool got an ’A
while only 4% of those who did not use MML got an
’A’. The failure rate for those who did not use MML
was much higher than those who did use it, 31% ver-
sus 60%.
Figure 3: Students Grades in Business Math Course.
Figures 4 and 5 show the distribution of female
and male students who used MML with those who
did not. Among the results we got, the failure rate
for female students who did not use MML was 30%
versus only 12% for those who used it. Also, for male
students, the percentages for students who got an ’A
for those who used and those who did not were 26%
and 0%, respectively.
Figure 6 shows the pass and fail rates of students
versus those who used MML with those who did not.
84% of those who used MML passed the course while
only 69% of those who did not used it passed the
course.
4.3 Students Feedback
A survey was conducted for students who used the
MML. In the survey, we included several questions
regarding the use of MML. In this paper, we focus
Figure 4: Grades Distribution of Female Students Used and
Did Not Use MML in Business Math Course.
Figure 5: Grades Distribution of Male Students Used and
Did Not Use MML in Business Math Course.
Figure 6: Students Overall Performance in Business Math
Course.
only on two aspects: The first question, whether or
not the students were satisfied with the use of MML
and the second question was how much the Study Plan
component of MML had helped students to improve
their math skills.
The survey showed for question one, 87% claimed
that they were very satisfied while only 13% said they
were not satisfied with the MML.
The second question showed that 92% of students
who took the survey found Study Plan Component
was very useful for them versus 8% found that Study
Plan was not helpful during their learning process.
The survey results are showing in the Figures 7 and
8 respectively.
TheImpactofProperUseofLearningSystemonStudents'Performance-CaseStudyofUsingMyMathLab
553
Figure 7: Students Feedback about MML.
Figure 8: Students Feedback about Study Plan.
5 CONCLUSIONS
Our study showed that there was a very strong positive
correlation between completing the required ques-
tions in the study plan and students final course grade
in the Pre-Calculus course also the effect of the use
of study plan on Business Math students in improv-
ing their performance. Consequently, Study Plan
helped students to improve their math skill and it is
the key component of MML. We believe that more
time the student spend in Study Plan and Homework,
the higher chance he or she will pass the course with
higher grade. Based on students results we recom-
mend the following:
All instructors should emphasize to their students
the importance of use of Study Plan and its effect
on their performance.
Continuing monitoring students performance in
study plan to alter those who are scoring poorly
in the study plan for early intervention.
Use study Plan results as early indicators of stu-
dents at risk.
In assessment method we should put more weight
in study plan by increasing it by 5% at least.
Repeat the conduct similar study for Fall 2013 as
well as Spring 2014.
REFERENCES
Azevedo, R. (2005). Using hypermedia as a metacogni-
tive tool for enhancing student learning? the role
of self-regulated learning. Educational Psychologist,
40(4):199–209.
Hofmann, D. W. (2002). Internet-based distance learning in
higher education. Tech Directions, 62(1):28–32.
Law, C.-Y., Ng, L.-N., Sek, Y.-W., Goh, W.-W., and Tay,
C.-L. Mymathlab as a dynamic e-assessment tool: a
pilot study.
Raines, J. M. and Clark, L. M. (2011). A brief overview on
using technology to engage students in mathematics.
Current Issues in Education, 14(2).
Speckler, M. D. (2010). Making the grade: How to improve
your mymathlab implementation through personaliza-
tion + best practices, boston, usa. pages 2–66.
Strayhorn, T. L. (2006). College in the information age:
Gains associated with students’ use of technology.
Journal of Interactive Online Learning, 5(2):143–155.
Tapscott, D. (2005). Growing up digital: the rise of the net
generation.
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