Addressing High Failure Rates in Algebra through the Examination of Relationships between Engagement, Mathematics Attitudes, and Instructional Practices

Autor/in	Causer, Victoria D.
Titel	Addressing High Failure Rates in Algebra through the Examination of Relationships between Engagement, Mathematics Attitudes, and Instructional Practices
Quelle	(2022), (107 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Pittsburgh
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-7843-4
Schlagwörter	Hochschulschrift; Dissertation; College Students; Algebra; Student Centered Learning; Learner Engagement; Student Attitudes; Failure; Introductory Courses; Educational Practices; Elementary Secondary Education; Educational Experience; Teacher Behavior; Emotional Response; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schülerverhalten; Einführungskurs; Bildungspraxis; Bildungserfahrung; Teacher behaviour; Lehrerverhalten; Emotionales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to examine the impact and interactions of student-centered instructional techniques on College Algebra student engagement, mathematics attitudes, and achievement. At my place of practice, instructional shifts towards student-centered and social-efficiency models of instruction are taking place, supported by administrative initiatives, to individualize student learning and better prepare students for the workforce. This project focused on using inquiry-based and collaborative methods of instruction in a College Algebra classroom throughout the course of one semester using an instructional approach known as POGIL. Instructor implementation of inquiry-based collaborative methods aimed for students to build positive mathematical attitudes, actively engage in their learning, and be more likely to show positive math learning outcomes--including higher achievements with the use of productive struggle and collaborative learning instructional techniques. Qualitative results showed student attitudes toward mathematics in introductory college algebra classrooms were primary influenced by teacher practices in their K-12 mathematics classrooms and the feelings ranging from fear to joy that resulted from these past practices and suggested that POGIL activities may have helped with student attitudes by shifting negative experience of fear and dread to the excitement and increased sense of camaraderie amongst peers. No quantitative self-reported Likert scaled survey items showed a statistically significant (p<0.05) differences at the two time-points for items corresponding to attitude, engagement, or content retention based on paired t-tests. However, results indicated a "cohort effect" within the classroom with trends showing different responses regarding survey items and summative test results between the three cohorts examined. [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	2024/1/01