Instructor Testimonials

My Students have experienced less frustration while completing their math homework thanks to MyMathLab. Once they become familiar with the Learning Aids, they rave about the wonderful learning experience and ultimately find themselves successful.

Rachel Whitten, Lone Star College, Tomball

Prior to the use of MyMathLab, the average pass rate for 2001-2004 was 58%. With the extensive use of MyMathLab, the pass rate increased to 70.59% in 2005-2006.

Faculty, Skagit Valley College, Whidbey Island Campus

With MyMathLab, the Algebra review for M101 was 81%, which is 9% above the normal average. Test 1 for M102 (Precalculus) had an average of 90%. That is 18% above the normal 72% average.

Faculty, University of Massachusetts

By using MyMathLab we have seen a significant improvement in student learning and success. Students like it because it is user-friendly and provides the instant feedback they need to keep them on-task. As a faculty member I like the ease with which I can create customized courses that fit the needs of my students.

John Squires, Chatanooga State

By using MyMathLab we have seen a significant improvement in student learning and success. Students like it because it is user-friendly and provides the instant feedback they need to keep them on-task. As a faculty member I like the ease with which I can create customized courses that fit the needs of my students.

John Squires, Chatanooga State

MyMathLab is an invaluable tool for me and my students in transitional classes. MyMathLab allows me to restructure my classes by completely reversing the traditional format of lecture followed by homework assignments.

I offer a self-paced course. Using the video lectures on MyMathLab students view and take notes on lectures before coming to class. We meet in a computer lab where students work on their study plan. I and my T.A. circulate to answer questions, encourage and motivate.

From fall 2001 to fall 2005 in our traditional elementary algebra courses the success rate in fall semesters was approximately 50% while the success rate in spring semesters was approximately 33%. Under the new format for the last six semesters the passing rate for all registered students was 76%; the passing rate for those finishing the course was 97.5%. Perhaps of equal importance are the unsolicited student affirmations of their new-found confidence in their ability to do math and comprehensively read a math text.

Mary Rice, University of Illinois at Chicago

MyMathLab is an invaluable tool for me and my students in transitional classes. MyMathLab allows me to restructure my classes by completely reversing the traditional format of lecture followed by homework assignments.

I offer a self-paced course. Using the video lectures on MyMathLab students view and take notes on lectures before coming to class. We meet in a computer lab where students work on their study plan. I and my T.A. circulate to answer questions, encourage and motivate.

From fall 2001 to fall 2005 in our traditional elementary algebra courses the success rate in fall semesters was approximately 50% while the success rate in spring semesters was approximately 33%. Under the new format for the last six semesters the passing rate for all registered students was 76%; the passing rate for those finishing the course was 97.5%. Perhaps of equal importance are the unsolicited student affirmations of their new-found confidence in their ability to do math and comprehensively read a math text.

Mary Rice, University of Illinois at Chicago