Effectiveness of Teaching Formats on Developmental Mathematics Achievement

Autor/in	Erickson, Kristyanna
Titel	Effectiveness of Teaching Formats on Developmental Mathematics Achievement
Quelle	(2013), (89 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-3400-8
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Achievement; Developmental Programs; Instructional Effectiveness; Teaching Methods; Intermode Differences; Quasiexperimental Design; Conventional Instruction; Laboratories; Blended Learning; Learning Modules; Introductory Courses; Algebra; Multiple Choice Tests; Achievement Tests; Achievement Gains; College Mathematics; College Students; Educational Practices; Educational Strategies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Entwicklungsplan; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Laboratory; Laboratorium; Learning module; Lernmodul; Einführungskurs; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Achievement gain; Leistungssteigerung; Collegestudent; Bildungspraxis; Lehrstrategie
Abstract	The developmental sequence of mathematics courses in most 2-year and 4-year colleges is designed to prepare students to succeed in college-level math courses. That is, students must complete this sequence in order to progress to courses such as statistics, college algebra, precalculus, calculus, and differential equations. Research on the effectiveness of web-based instruction in these developmental courses, combined with student self-efficacy and self-regulation learning strategies, has not revealed how students can be more successful learners. The purpose of this quasi-experimental research study was to examine student success rates in developmental mathematics courses that were delivered in different instructional formats: traditional, lab-based, hybrid, or modular-based. The study was conducted with 766 college students enrolled in an introductory algebra course during the fall 2010 and spring 2011 semesters. The college's final assessment, a 10-question multiple choice exam, was used to determine the students' knowledge of the material. Mean differences in final assessment scores were analyzed using ANCOVA to determine the relative effectiveness of the different types of class format. Results of the ANCOVA analysis and post hoc tests revealed that mean scores for the modular class format were significantly higher (p < 0.05) than the mean scores of the other class formats. The implications for social change lie in redesigning current developmental mathematics programs to increase students' success and their eventual transfer to 4-year universities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01