Instructor perceptions of technology integration in the emerging corequisite model of developmental mathematics

Developmental mathematics has traditionally been viewed as a remedial gateway to success in higher-level mathematics for underprepared first-year college students. However, due to low- level student success rates in developmental mathematics courses at two-year and four-year institutions, numerous states have initiated the transition of developmental mathematics from the traditional prerequisite model to a corequisite model with technology integration mandates. This dissertation aimed to examine whether developmental mathematics instructor perceptions of the benefits of integrating technology in developmental mathematics and the existence of enabling environments for integrating technology in their institutions positively influence their perceptions of the likelihood of occurrence of technology in their teaching of the corequisite model of developmental mathematics. Additionally, it was explored whether instructor perceptions of state technology integration mandates positively influence instructor perceptions of the likelihood of technology integration. The study was carried out within the framework of Lumpe & Chambers’ Beliefs About Teaching with Technology (BATT) perspective, which advanced the technology integration model. A Qualtrics online survey was utilized to collect data from a sample of 73 developmental mathematics instructors who were members of the National Organization for Student Success (NOSS). To examine the hypothesized research model, a structural equation modeling (SEM) approach was used. The results showed that instructor perceptions of the benefits of technology integration and the existence of enabling environments for technology integration had statistically significant and positive influences on the likelihood of occurrence of integrating technology in the corequisite model of developmental mathematics, while instructor perceptions of state technology integration mandates did not have a statistically significant effect on the likelihood of technology integration. Taking into account the ambivalence about state technology integration mandates among developmental mathematics instructors, a further analysis was conducted to determine if there were significant differences in evaluating the technology integration model between the two groups of instructors who had high- and low-level perceptions of state technology integration mandates. In the group of high- level perceptions of state technology, it was observed that the two key factors (i.e., the benefits of technology integration and the existence of enabling environments) still had significantly positive effects on the likelihood of occurrence of integration of technology. On the other hand, in the group of low-level perceptions of state technology integration mandates, instructor perceptions of the existence of enabling environments did not have a statistically significant effect on the likelihood of occurrence of integration of technology although the benefits of technology integration still had a significantly positive impact on the likelihood of occurrence of integration of technology. Study implications and future research directions are discussed.

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