A Study of the Self-Paced Math Lab Approach to Developmental Algebra Compared to the Traditional Lecture Method at Brenau. Learning Theory and Applications.

Autor/in	Robinson, Patricia W.
Titel	A Study of the Self-Paced Math Lab Approach to Developmental Algebra Compared to the Traditional Lecture Method at Brenau. Learning Theory and Applications.
Quelle	(1990), (32 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; 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 + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Kognitive Entwicklung; Community college; Community College; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Individualisierender Unterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Lerntempo; Post-secondary education; Tertiäre Bildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC