The purpose of this quantitative, quasi-experimental study was to determine if, and to what extent, technology-enhanced problem-based formative assessment instruction would have an impact on college students' algebra learning and development of critical thinking skills, when compared to traditional classroom instruction in a first-year college algebra course at a state college in the Southeastern United States. The theoretical framework included the formative assessment teaching/learning model and the social constructivist learning theory. Research questions asked whether the implementation of technology-enhanced PB formative assessment instruction would have an impact on learning outcomes and the development of critical thinking skills for first-year college algebra students. The sample consisted of (n = 157) college algebra students over the age of 18. The APCR-CC was used to measure changes in college students' algebra learning and the WGCTA-FS to measure changes in college students' critical thinking skills. The t-test results showed statistically significant differences for college students' gains in terms of algebra learning t(155) = - 5.13, p < 0.001, but nonsignificant differences with respect to gains in terms of critical thinking skills t(155) = 1.15, p = 0.25, when comparing the experimental and control groups. Cohen's d = 0.82 indicated that the technology had a large effect on learning. The researcher concluded that the implementation of technology-enhanced PB formative assessment instruction has a statistically significant effect on first-year undergraduate students' algebra learning but does not have a statistically significant effect on first-year undergraduate students' development of critical thinking skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]