Learning Management System Use to Increase Mathematics Knowledge and Skills in Puerto Rico

Angel M. Ojeda-Castro, Philip Murray-Finley and José Sánchez-Villafañe
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Angel M. Ojeda-Castro: Universidad del Turabo, Gurabo, Puerto Rico
Philip Murray-Finley: Universidad del Turabo, Gurabo, Puerto Rico
José Sánchez-Villafañe: Universidad del Turabo, Gurabo, Puerto Rico

International Journal of Technology and Human Interaction (IJTHI), 2017, vol. 13, issue 2, 89-100

Abstract: The purpose of this study was to compare the results of a mathematics comprehensive exam of two first-year university mathematics groups in Puerto Rico and measure the benefits and effectiveness of a learning management system (LMS) in math teaching and learning. The experimental group engaged in the use of a LMS and traditional teaching methods, while the control group was only engaged in traditional teaching methods. The population of the study was comprised of 579 first-year university students. The control groups included 287 participants, and the experimental group included 292 participants. The experimental group entered the university with significantly less mathematical knowledge (18% or less), and as such, had to learn more content (55% more). The learning outcomes of both courses expected students to acquire mathematical knowledge. The study revealed that the students who engaged in the use of the LMS in their teaching and learning methods, obtained significantly greater achievement of mathematical knowledge than the students who soley received traditional instruction.

Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jthi00:v:13:y:2017:i:2:p:89-100

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