Date: May 26, 2015
Grant Number: 31
Institution Name(s): University of North Georgia
Team Members (Name, Title, Department, Institutions if different, and email address for each):
Mr. Michael Goodroe, M.Ed. ( michael.goodroe@ung.edu
) and Mr. Berhanu Kidane, PhD.
( berhanue.kidane@ung.edu
) UNG – Oconee Campus Mathematics Department.
Project Lead: Mr. Michael Goodroe
Course Name(s) and Course Numbers:
Introductory Algebra - Math 0097, Intermediate Algebra - Math 0099,
College Algebra - Math 1111
Semester Project Began: Spring 2015
Semester of Implementation: Spring 2015
Average Number of Students Per Course Section: 19
Number of Course Sections Affected by Implementation: 5
Total Number of Students Affected by Implementation: 95
1.
List of Resources Used in the Textbook Transformation
Math 0097- Introductory Algebra: http://faculty.ung.edu/mgoodroe/CRN6964.html

College of the Sequoias –Pre Algebra https://www.cos.edu/Faculty/rossr/Pages/Math-360-
PreAlgebra.aspx

College of the Redwoods - Intermediate Algebra
(http://www.wtamu.edu/academic/anns/mps/math/mathlab/beg_algebra/

West Texas A & M University - Beginning Algebra http://www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/index.htm

West Texas A & M University - Intermediate Algebra http://msenux.redwoods.edu/IntAlgText/
Math 0099 - Intermediate Algebra : http://faculty.ung.edu/mgoodroe/CRN6967.html

College of the Sequoias – Intermediate Algebra https://www.cos.edu/Faculty/jonb/Pages/Math-
230-Intermediate-Algebra.aspx

West Texas A & M University – Intermediate Algebra http://www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/index.htm

College of the Redwoods – Intermediate Algebra http://msenux.redwoods.edu/IntAlgText/
Math 1111 - College Algebra : http://faculty.ung.edu/bkidane/courses.html

Open Resource College algebra free e-book link: http://www.stitz-zeager.com/szca07042013.pdf
(Main Text Book: by Stitz and Zeager )
1


College of the Redwoods – Intermediate algebra link: http://msenux.redwoods.edu/IntAlgText/
(Chapters 3 – 9, reference text book)

West Texas A & M University – College Algebra http://www.wtamu.edu/academic/anns/mps/math/mathlab/col_algebra/index.htm (free online resource under fair use )
 Larry Green's Applet Page http://www.ltcconline.net/greenl/java/index.html (licensed under a
Creative Commons License)

Khan academy at: http://www.
khanacademy .org

YouTube at: http://www.youtube.com
2. Narrative
Challenges:

Creating faculty websites so students have a central on-line source to course materials.
 Developing a “content” outline for students to follow the progression of sections using the online textbooks
 Finding a “single” on-line textbook which was similar to the hard-copy textbook used on campus.

No single on-line textbook has the materials needed as required by the university’s course syllabi.

Requiring students to use more than one source of on-line materials increased their confusion level and overall performance.
 Some students had difficulty “finding” materials on the website.

Daily updating/maintenance of website is very demanding.
Accomplishments:

Transitioned five classes which formerly used hard-copy textbooks to on-line textbooks and course materials.

Development of faculty websites which included all course materials, daily uploaded
Smartboard notes, copies of quizzes/assignments/exams, handouts, and syllabi.

Use of SurveyMonkey.com to gain student feedback.
Transformative impacts on instruction:

Generally positive acceptance by student.

Once on-line textbooks were selected and faculty websites were completed, classes ran smoothly.

No real issues brought to our attention from students by using on-line texts and materials.
2

Transformative impacts on students and their performance

Mindset transition from hard-copy textbooks to on-line. There is a comfort level perceived by students using hard-copy textbooks.
 Some students expressed difficulty in “finding” various materials on faculty websites.

General acceptance by most students of on-line materials.
Lessons Learned

Try to use fewer on-line textbooks per course.
 Provide more “supportive” materials, which expands on the concepts covered in the textbooks.

Continue to upload daily notes to course website for student reference.

Conduct more feedback surveys to determine issues students may be having.

Set student expectations toward learning from on-line recourses.
3. Quotes
Quotes from Introductory and Intermediate Algebra (Three courses combined)
1.
I enjoyed having the online textbook instead of a hard copy. I could look the lesson up at any time, and I did not have to carry another textbook around in my book bag.
2.
I liked not having to carry around a heavy text-book. That really was the only plus part. I disliked everything else. I disliked having to print out the pages. Printing them off was not required but I am a hands on learner and like to high light specific points. I disliked the amount of ink used. I also didn't like not being able to open a book in class with examples to help me work through the problems in class. Over all I strongly disliked not having a text book. It is very frustrating.
Quotes from College Algebra (Two courses combined)
1.
The links to additional tutorials such as the Texas a&m websites, khan academy, youtube, ect. ect. have helped me to grasp concepts in a more complete way. Seeing the tutorials break down problems in a step by step mannerism helped me to apply that to my work. I also appreciated the fact that my professor taught the same way that the tutorials broke things down online, which he provided. It was refreshing to not have to search for help online, since it was provided.
2.
The main advantage of the online materials is that it is free, i also think that it's easy to navigate.
I do not have any dislikes about my online experience.
3.
The free online textbooks were very helpful. The online textbooks I used were easy to look through and it was great not having to carry around a bulky textbook. There were times when I had trouble with my internet connection at home, but I was able to come to the the school library and read through the online textbooks with no problem. Overall it was a great experience.
3

4. Quantitative and Qualitative Measures
A.
Pass, Fail, and Withdrawal ( PFW) Expected Outcomes (This expectation is projected mainly based on students’ performances prior to Grant implementations)

Percent pass greater than or equal to: o College algebra – 60% o Beginning & Intermediate Algebra –50 %

Percent fail less than or equal to: o College Algebra – 25% o Beginning & Intermediate Algebra – 35%

Percent withdrawn strictly less than: o College Algebra – 15% o Beginning & Intermediate Algebra –15 %
Compared to the projected Pass Fail and Withdrawal excepted outcomes, the percentage of :

Pass in college Algebra shows a drop of 8.3%.

Pass in beginning and intermediate algebra shows a drop of 8.8%.

Fail in college algebra shows an increase of 4.3%.

Fail in beginning and intermediate algebra shows an increase of 4.2%.

Withdrawal in college algebra shows an increase of 4%.

Withdrawal in beginning and intermediate algebra shows an increase of 12%.
B.
Students Overall Performance, the number and percentage of students : Two rubrics; a rubric for
A and B grades, and a rubric for the Pass/Fail and Withdrawal (PFW) i.
Rubric showing the number and percentage of A and B grades for Fall 2103, Spring 2014,
Fall 2014 and Spring 2015
Course Semester/year No of A’s and B’s A’s and B’s in %
College Algebra
College Algebra
Fall 2013
Spring 2014
38
7
40.9%
22.6%
College Algebra
College Algebra
Beginning &
Intermediate Algebra
Beginning &
Intermediate Algebra
Beginning &
Intermediate Algebra
Beginning &
Intermediate Algebra
Fall 2014
Spring 2015
Fall 2013
Spring 2014
Fall 2014
Spring 2015
24
22
46
14
14
14
38.7%
37.9%
42.2%
22.3%
24.1%
27.5%
4

ii.
Fall 2103 , Spring 2014 and Spring 2015 Pass/Fail and Withdraw Rubric for College
Algebra, Beginning and Intermediate Algebra
Course
Text Book
Semester
Year
Total No.
Stud./class
Registered
No of
Pass
No of Fail
A grade of
D or less
No of
Withdraw
College Algebra;
Algebra and Trig.
Stewart, Redlin and
Watson, 3rd ed.
Beginning &
Intermediate Algebra ,
Martin-Gay, 5th Ed.
Fall 2013
Spring 2014
Fall 2013
Spring 2014
93 (3 Sec.)
31 (1 Sec.)
109 (4 sec.)
63 (3 sec.)
64
21
70
26
16
4
34
29
13
6
5
8
College Algebra
Free Online Resources
Beginning & Intermediate
Algebra,
Free Online Resources
Spring 2015 58 (2 sec.)
Spring 2015 37 (3 sec.)
30
21
17
20
11
10
Semester
Year
Total No.
Stud./class
Registered
Pass %
Fail %
A grade of
D or less
Withdraw
%
Course
Text Book
College Algebra;
Algebra and Trig.
Stewart, Redlin and
Watson, 3rd ed.
Beginning &
Intermediate Algebra ,
Martin-Gay, 5th Ed.
College Algebra
Free Online Resources
Beginning & Intermediate
Algebra,
Free Online Resources
Fall 2013
Spring 2014
Fall 2013
Spring 2014
Spring 2015 58 (2 sec.)
Spring 2015
93 (3 Sec.)
31 (1 Sec.)
109 (4 sec.)
63 (3 sec.)
37 (3 sec.)
68.8%
67.7%
64.2%
41.3%
51.7%
41.2%
17.2%
12.9%
31.2%
46.0%
29.3%
39.2%
14.0%
19.4%
4.6%
12.7%
19.0%
27.0%
C.
Student survey feedback using http://www.surveymonkey.com
. Two surveys were conducted:
Survey before ALG Grant and Survey after ALG Grant
The main objective of the survey was to get some idea about:
 Student’s mathematics text book expenses

How students meet their financial expenses
 Student’s preference about books; hard copy (which always comes with a price tag) versus web based e-books which could come free of charge
5

i.
Survey before ALG Grants Implementation:
Fall 2014 survey feedbacks collected from Beginning, Intermediate, and College Algebra students:
Table below shows the results of the survey in percent :
Question Yes No

Do you receive financial aid, which covers the cost of textbooks?
44.09% 55.91%
Question

Given the choice between using a required "hard" copy textbook which has a cost or using an "on-line" textbook which is free, I would prefer using
Question
Greater than
$1000
Between
$700 and
$1000
 What is your total expenditure on textbooks annually?
1.39% 22.63%
Hard Copy
Textbook
31.18%
Between
$400 and
$700
31.18%
On-line Textbook
Between
$200 and
$400
37.19%
68.82%
Less than
$200
7.62%
Question
Greater than
$200
Between
$180 and
$200
Between
$130 and
$180
Between
$90 and
$130
Less than
$90
 What did you spend on you mathematics textbook this semester?
15.02% 4.7% 20.05% 22.91% 37.37%
Question
Strongly
Disagree
Disagree
Neither
Disagree
Nor Agree
Agree
Strongly
Agree
 I would prefer using "on-line" course materials at no cost to me which would include the course textbook, practice sets, further infestations, etc. even though the sources may be contained on different websites on the Internet.

I do not anticipate technical or access problems using "on-line" course materials.
7.5%
5.83%
5.83%
18.06%
22.5%
28.62%
26.39%
39.17%
37.78%
8.34% ii.
Survey after ALG Grants Implementation:
Spring 2015 survey feedbacks collected from Beginning, Intermediate, and College Algebra students
Here are the results of the survey in percent :
Question Yes No

Do you receive financial aid, which covers the cost of textbooks?
46.95% 53.05%
6

Question

Given the choice between using a required "hard" copy textbook which has a cost or using an "on-line" textbook which is free, I would prefer using
Hard Copy
Textbook
27.29%
On-line Textbook
72.71%
Question

Using the on-line materials (Open source web text links, faculty websites, Shared Class Files, etc.) has helped me learn the course concepts this year

I would take another course that provides on-line course materials at no cost to me instead of purchasing a required textbook.

I have used additional resources such as
Youtube, DESMOS, Google, Wikipedia, etc. to further my understanding of course concepts beyond the required course materials.
Strongly
Disagree Disagree
Neither
Disagree
Nor Agree
4.31%
4.31%
0%
12.92%
10.53%
4.76%
14.84%
15.30%
7.69%
Agree
44.97%
30.18%
42.13%
Strongly
Agree
22.99%
39.74%
45.42%
5. Sustainability Plan

We will continue to offer Introductory, Intermediate, and College Algebra courses currently taught by professors Kidane and Goodroe through the next academic year. Additionally, we will add Pre-Calculus and Calculus to our offerings in the fall of 2015 as part of our ALG
Textbook Transformations Grant – round 2. We will also continue to update course materials and continually review on-line textbook options as appropriate.
6. Future Plans .

We will consider creating on-line homework exercises using D2L(Desire to learn)

In order to expand our ALG grant efforts, we note that our colleagues want the use of
“Webassign” or “MyMathLab” for automatic grading of problem sets. Thus, there needs to be investigations done to determine the connection between on-line textbooks and publishers’ propriety math support tools.
7. Description of Photograph
 List the names of the people in the separately uploaded photograph and their roles.
Professor Michael Goodroe, Team Lead and Instructor and Professor Berhanu Kidane,
Instructor
7