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ERIC Number: ED079082
Record Type: RIE
Publication Date: 1972
Pages: 178
Abstractor: N/A
Reference Count: N/A
The Effects of Variations in Instruction and Final Unit Evaluation Procedures on Community College Beginning Algebra Classes.
Merritt, Paul William
The purpose of this study was to determine the effects of classroom organization for instruction and final unit evaluation procedure on mathematics achievement, attitude toward mathematics, test anxiety, and the dropout and failure rate in a community college beginning algebra course. The final unit evaluation procedures were a single unit test or the option to take a second test; the classroom organizations for instruction were whole-class or flexible within-class grouping. For all but the section dealing with success and dropout rate, the analysis was concerned with 161 community college students who finished the beginning algebra course. Results showed no significant difference between treatment groups in mathematics achievement (as measured by the Cooperative Mathematics Achievement Test), attitude toward mathematics, test anxiety, the percentage of student dropouts, and the percentage of students who received a grade of C or better. The 2-test group exhibited a significantly greater mean Final Unit Test Average than the 1-test group. (Author/DT)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-11,207 M-$4.00 X-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, The University of Michigan