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ERIC Number: EJ819820
Record Type: Journal
Publication Date: 2006-Mar
Pages: 15
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1475-939X
Technology Class Format versus Traditional Class Format in Undergraduate Algebra
Nwabueze, Kenneth K.
Technology, Pedagogy and Education, v15 n1 p79-93 Mar 2006
The purpose of this study was to compare the effectiveness of two teaching strategies, namely, technology-assisted and traditional methods of teaching in undergraduate algebra classes. Fifty-eight second-year mathematics education undergraduate students in an algebra class were randomly divided in equal numbers into two groups. One group was taught in a traditional classroom setting and the other group was taught in a technology-rich environment. In order to be in a good position to judge the quality and extent of student learning, a pre-teaching test was administered to find out how much algebra the students knew before the start of lectures. An identical test was re-administered to both classes as post-teaching tests seven weeks later. The effects of teaching were examined between the classes, as well as within each class. Investigations on whether students' gender was a determinant of their scores in the pre-post teaching tests were carried out, and independent t-tests were conducted to determine this aspect. There was evidence to suggest that the incorporation of technology in teaching algebra can improve students' achievement in algebra. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brunei