RUME 14 (Volume 1)
2011
Portland, Oregon
A REPORT ON THE EFFECTIVENESS OF BLENDED INSTRUCTION IN GENERAL EDUCATION MATHEMATICS COURSES
Page: 25
Despite best efforts, hundreds of thousands of students are not succeeding in postsecondary general education mathematics courses each year. Using data from 11,970 enrollments in College Algebra, Foundations of Mathematics, and Elementary Calculus from fall 2007 to spring 2010 at the University of Memphis, we compare the impact of the Memphis Mathematics Method (MMM), a blended learning instructional model, to the traditional lecture teaching method on student performance and retention. Our results show the MMM was positive and significant for raising success rates particularly in Elementary Calculus. The results also show the MMM as a potential vehicle for closing the achievement gap between Black and White students.