@article{article_625230, title={The Mathematics Emporium Model and Psychosocial Factors of Learning in College Algebra}, journal={Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi}, volume={8}, pages={845–857}, year={2020}, DOI={10.18506/anemon.625230}, author={Demiröz, Erdem}, keywords={College Algebra,Math Emporium,Course Redesign,Instructional Technologies.}, abstract={<p class="02-Abstract" style="text-indent:0in;">In this manuscript, changes in psychosocial factors of learning were examined in two forms of college algebra: traditionally-taught and redesigned using Math Emporium model. Sample of this quasi experimental quantitative study in which experiment-control group pretest-posttest design is used consists of 224 students. Results of the study revealed that attitudes toward technology-supported mathematics, beliefs about being able to do mathematics, and overall attitudes toward mathematics changed significantly in both educational settings. Attitudes toward mathematics, extrinsic motivation to learn mathematics, and satisfaction from mathematics learning experiences, from technology-supported mathematics, and from mathematics instruction changed significantly in redesigned sessions throughout the semester. Attitudes toward mathematics and attitudes toward technology-supported mathematics were significantly different when traditionally-taught and the redesigned college algebra sessions compared.  <br /> </p> <p> </p>}, number={3}, publisher={Mus Alparslan University}