ERIC Number: EJ1250002
Record Type: Journal
Publication Date: 2020-Apr
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2198-9745
EISSN: N/A
The Effects of Instructional Approach and Social Support on College Algebra Students' Motivation and Achievement: Classroom Climate Matters
Duffin, Lisa C.; Keith, Hannah B.; Rudloff, Melissa I.; Cribbs, Jennifer D.
International Journal of Research in Undergraduate Mathematics Education, v6 n1 p90-112 Apr 2020
College algebra has been noted as a critical course in post-secondary institutions because it serves as a gateway for major selection and college completion. Combinatorial topics like repeatable permutations are often overlooked in K-12 and undergraduate curricula. Likewise, students' achievement and motivation are affected by the type of classroom climate created in the undergraduate mathematics classroom. Inquiry-based mathematical education (IBME) is a viable instructional approach because of its focus on community meaning-making of the mathematical content. However, lecture-style approaches still dominate post-secondary mathematics classrooms even though they have been criticized for their focus on procedural knowledge and disinviting environment. Therefore, the purpose of this quasi-experimental study was to test the effects of instructional approach (i.e., lecture-style vs. IBME) and social support (i.e., absence or presence) on undergraduate student motivation and achievement of combinatorial mathematics. Findings indicated that intentional social support-building -- regardless of pedagogical method -- had the strongest effects on students' perceived autonomy-support, competence and achievement. Although no differing pedagogical effects were discovered (most likely due to the one-time implementation of the lesson formats), the findings provide evidence for the necessity of community-building efforts -- an aspect of education that is often overlooked in the undergraduate mathematics classroom.
Descriptors: College Mathematics, Algebra, Undergraduate Study, Inquiry, Lecture Method, Teaching Methods, Social Support Groups, Student Motivation, Mathematics Achievement, Program Effectiveness, Student Attitudes
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A