The Effects of the Content Enhancement Model in College Algebra

Autor/in	VanCleave, Janet Milleret
Titel	The Effects of the Content Enhancement Model in College Algebra
Quelle	(2010), (112 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Kansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-7162-6
Schlagwörter	Hochschulschrift; Dissertation; Quasiexperimental Design; Algebra; Teaching Methods; Mathematics Instruction; College Mathematics; Course Content; Memorization; Comprehension; Instructional Effectiveness; Self Esteem; Student Attitudes; Mathematics Achievement; Gender Differences; Scores; Community Colleges + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Kursprogramm; Gedächtnistraining; Verstehen; Verständnis; Unterrichtserfolg; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Community college; Community College
Abstract	The purpose of this study was to investigate The Content Enhancement Model in the field of college algebra in a mid-western community college. The Content Enhancement Model is a teaching technique that teachers use to help students acquire the content information by helping them identify, organize, comprehend, and memorize material. This study investigated the effects of The Content Enhancement Model on the college algebra achievement, mathematics confidence levels and students' perceived value of the Content Enhancement Routines on their college algebra achievement. This study used a quasi-experimental design with control and experimental groups. Gender was also a factor. The Content Enhancement Routines included Concept Diagram, Concept Comparison, and Concept Anchoring. The topics used in these routines included function, domain, slope, linear functions, and quadratic functions. The Content Enhancement Organizers included Course, Unit, and Lesson. The organizers were used for an introductory function unit, linear function unit and quadratic function unit in a college algebra course. Statistically significant differences in mean algebra achievement post-test scores were found between students in the control and experimental groups in favor of the experimental group using the ANOVA. Significant differences were also found in algebra achievement posttest scores on a sub-topic, slope in favor of the experimental group. This study supports the use of the Content Enhancement Model as an effective way to increase overall algebra achievement in a community college setting. [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	2017/4/10