ERIC Number: ED232872
Record Type: RIE
Publication Date: 1983
Reference Count: 0
The Relative Effectiveness of Writing Assignments in an Elementary Algebra Course for College Students.
Hirsch, Lewis R.; King, Barbara
This study ascertained the relative effectiveness of writing assignments in mathematics compared to traditional assignments on the performance of students (N=83) in an elementary, college algebra course. Students were placed into experimental and control groups based on the nature of assignments given. Control subjects were given 15 assignments covering mathematics problems while experimental subjects were given 15 assignments requiring written responses to conceptual questions. To control for teacher effects, assignments were marked by an independent grader, teachers were not informed as to which group individual students were assigned, and teachers were instructed not to answer questions regarding the writing portion of the assignments until after all reword assignments were returned. Of the students completing a pre-established proportion of assignments, no significant differences were found between groups on either pre- or post-performance measures. Significant moderate correlations between the number of assignments completed and performance were found for both groups. It was concluded that writing assignments employed without teacher engagement were not more effective than traditional mathematics assignments. (Author/JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 12, 1983).