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ERIC Number: ED128166
Record Type: RIE
Publication Date: 1975
Pages: 106
Abstractor: N/A
Reference Count: 0
Community College Students' Academic Achievement in Mathematics and Attitudinal Change as a Function of Instructional Methodology.
Everest, M. Inez
This study investigated the differences in students' attitude toward mathematics, achievement from pretest to posttest, and ability to transfer concepts to a novel problem-solving situation when taught by an individualized method of instruction and when taught by a traditional lecture method. A quasi-experimental design was utilized and the study was conducted for one semester with pretests and posttests in both achievement and attitude, and a posttest in problem-solving. Two courses utilizing two instructional approaches were used; 62 students were enrolled in Fundamentals of Algebra I, and 39 were enrolled in Intermediate Algebra at two urban community colleges. Two instructors were involved. All students were given lists of behavioral objectives during the first week of the semester and those who received instruction by the individualized approach were given additional literature describing individualized instruction. All students took pretests and posttests during the first week and last (fifteenth) week of the semester, respectively. During the fourteenth week, all students were given a problem solving task. Data were submitted to an analysis of covariance with pretest scores serving as the covariate. Results indicated no significant differences in attitude or achievement for the two groups. Students given individualized instruction scored higher on the problem solving task. (Author/SD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Appendix C, "Mathematics 0-6" test, pages 73-80, is omitted due to copyright restrictions