ERIC Number: ED328452
Record Type: Non-Journal
Publication Date: 1990-May
Reference Count: N/A
A Study of the Self-Paced Math Lab Approach to Developmental Algebra Compared to the Traditional Lecture Method at Brenau. Learning Theory and Applications.
Robinson, Patricia W.
This study was an initial effort at Brenau College (Georgia) to analyze the relative effectiveness of a self-paced math lab approach to developmental pre-college algebra. Students enrolled in 1988-89 were taught under the lecture method; this applied to students needing both developmental arithmetic and developmental algebra. During the subsequent academic year (1989-90) subjects were divided into two groups: (1) students needing both developmental arithmetic and developmental algebra were placed in the math lab format; and (2) students needing only developmental algebra were placed in the lecture format. Three assessments were made. In the third of these, the differences in student performance prepared under the lab format in 1989-90 were compared to the lecture delivery format of 1988-89; the laboratory format produced the significantly higher mean score. This study includes an introduction, background and significance, procedures, results, and discussion, implications, and recommendations. (KR)
Descriptors: Algebra, Arithmetic, Cognitive Development, College Mathematics, Community Colleges, Developmental Studies Programs, Higher Education, Individual Characteristics, Individualized Instruction, Lecture Method, Mathematics Achievement, Mathematics Education, Pacing, Postsecondary Education, Pretests Posttests, Remedial Mathematics, Teaching Methods
Publication Type: Reports - Research; Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A