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Autor/inn/en | Khasawneh, Elaina; Hodge-Zickerman, Angie; York, Cindy S.; Smith, Thomas J.; Mayall, Hayley |
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Titel | Examining the Effect of Inquiry-Based Learning versus Traditional Lecture-Based Learning on Students' Achievement in College Algebra |
Quelle | In: International Electronic Journal of Mathematics Education, 18 (2023) 1, (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Khasawneh, Elaina) ORCID (Hodge-Zickerman, Angie) ORCID (York, Cindy S.) ORCID (Smith, Thomas J.) ORCID (Mayall, Hayley) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Mathematics Instruction; College Mathematics; Algebra; Teaching Methods; Inquiry; Lecture Method; Mathematics Achievement; Black Colleges; Undergraduate Students |
Abstract | The focus of this study was to examine the effect of teaching based on inquiry-based learning versus traditional learning on mathematics achievement scores of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution. A college algebra course was chosen in this study due to the critical role it plays as a gateway for college completion and due to the generally high failure rate in college algebra. This study used a quasi-experimental design, with pre- and post-test to determine the effect of the instructional pedagogy on mathematics academic achievement of students. Analysis of covariance results from 41 students revealed, when controlling for college algebra readiness pre-test scores, students in the inquiry-based learning section showed significantly higher mathematics achievement post-test scores than in the traditional lecture section. (As Provided). |
Anmerkungen | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |