The Impact of Peer Tutoring and Lecture Methods in Urban College Developmental Mathematics Courses on Student Academic Performance PDF Download
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Author: Waltine M. Bourgeois
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 100
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Author: Waltine M. Bourgeois
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 100
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
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Author: Antonio Guadalupe Carranza
Publisher:
ISBN:
Category :
Languages : en
Pages :
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A random sample of 200 Hispanic/Latino students from a predominately Hispanic/Latino South Texas community college was used to determine if the implementation of MyMathLab had a positive effect on students' academic grade performance. The purpose of this study was to explore whether a web-based technology, MyMathLab, made a difference in student success in both a developmental mathematics course and a subsequent college algebra course. Additionally, this study examined whether the effect differs by instructors' characteristics contributing to successes or failures of students in developmental mathematics courses. Student success in developmental mathematics courses was measured by pre and post MyMathLab tests in addition to grade distributions from 2001 and 2005 (before MyMathLab) across the two developmental courses and a college algebra course and the implementation of MyMathLab between 2008-2012 to determine if using MyMathLab had an impact on student success in two developmental courses and an early algebra course. Also, the instructors completed two surveys. The Mathematics Teaching Efficacy Belief Instrument (MTEBI) and Instructors Educational Philosophies (IEP). The survey questions were compared to the results to determine if the instructors' characteristics had an impact on student's achievement in developmental courses enhanced by MyMathLab. The overall findings of the study suggests that with the implementation of MyMathLab taken on average the typical student was able to increase their academic performance in the developmental mathematic courses (Math0375, Math0376) and college algebra course (Math1314). The PTE overall findings suggest that mathematic instructors were uncertain if they had the ability to teach effectively in the classroom. The TOE represented mathematics instructors were uncertain if they effectively taught students to succeed in college and were uncertain if they had a positive effect on students learning. The IEP overall findings suggest that mathematics instructors' personal teaching efficacy was a more learner-center approach rather than a teacher-center approach. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155217
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Author: Santos Retta Cortez
Publisher:
ISBN:
Category : Peer teaching
Languages : en
Pages : 194
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Veteran peer-tutoring programs have been growing in number, but little research has addressed their effects on student veterans' success in postsecondary education. Schlossberg's (2012) adult transition theory has been applied to scholarly research on veteran postsecondary transition experiences using the fourth factor, strategies, focusing on student academic assistance such as tutoring. My study builds on Schlossberg's theory by examining a veteran peer-tutoring program. This study utilized a causal-comparative, between-subjects design to examine end-of-semester grades of a treatment (n=28) and comparison (n=28) group. Also, the relationship between frequency of tutoring visits and end-of-semester grades within the treatment group was examined. To obtain an adequate sample size, data across four semesters (spring 2017, fall 2017, spring 2018, and fall 2018) and mathematics courses (college algebra, precalculus, & calculus I) were aggregated for each group. A stratified randomized matching procedure was used to ensure the treatment and comparison groups had equal representation with regard to semester, course, and ethnicity. Mann-Whitney U test was the appropriate analysis approach due to low sample sizes and having an ordinal outcome variable (Field, 2013). Results found no statistically significant difference in grade distribution between groups. Spearman's rho was used to measure the frequency of tutoring visits and end-of-semester mathematics grades within the treatment group. The relationship between these two variables was not statistically significant. Greater usage of the intervention did not result in higher grades for those in the treatment group. Implications and recommendations for developmental education and learning assistance researchers and practitioners are discussed.
Author: Yiming Cao
Publisher: Frontiers Media SA
ISBN: 2832546900
Category : Science
Languages : en
Pages : 408
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Book Description
There is no doubt that the onset of a new decade has brought high expectations of academic progress for scholars, especially for researchers in mathematics education. The International Group for the Psychology of Mathematics Education was born in 1976, which focused on the international exchange of knowledge in the psychology of mathematics education, the promotion of interdisciplinary research with psychologists, mathematicians and mathematics teachers, and the development of the psychological aspects of teaching and learning mathematics and its implications.
Author: Patricia A. Rehak
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages :
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This study provides a better understanding of how student and faculty perceive the developmental math classroom experience and the impact on students’ ability to successfully complete developmental math courses. A significant contribution of the study is the identification of a positive correlation between students’ attitudes and perceptions of the classroom environment and successful course completion. A second major contribution is a detailed description of pedagogical strategies and classroom leadership behaviors exhibited by developmental math faculty who do, and do not, have high student pass rates. The three research questions for this study were: 1. What is the relationship between students’ attitudes and perceptions of their developmental math classroom experience and their likelihood for successful course completion? 2. To what extent are student and faculty attitudes and perceptions of the developmental math classroom learning environment congruent? 3. What are the pedagogical strategies and classroom leadership behaviors exhibited by developmental math faculty who do, and do not, have high student pass rates in these courses? Two theoretical frameworks; Goal Theory Model of Achievement Motivation and Transformational Leadership; were used to guide this research. This mixed methods study was a case study of developmental math students and faculty from a medium sized rural community college in Texas, enrolled and teaching in the fall 2013. The sample included 661students enrolled in developmental math during the fall 2013 semester. There were a total of 17 developmental math instructors, of which three were employed full time, and 14 were employed part time. Quantitative data was collected from all 17 faculty and seven of these faculty were interviewed about the instructional practices they use when teaching developmental math students. A quantitative analysis was conducted of secondary course evaluation and student success data. A factor analysis was first conducted and reliability established for the course evaluation data. Next, a Pearson product moment r correlation was conducted in to determine the correlation between student perception and student success rates. The qualitative methods employed included 7 interviews (2 full time and 5 part time) with recruited developmental math faculty. Transcribed interview data were organized by thematic data analysis using a deductive process (Creswell, 2008) The Pearson product-moment r correlation conducted in this study found moderate positive correlations, r(14) = .64, p
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 584
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Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author: George Sanders
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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The purpose of this study was to determine the impact of peer tutoring on the achievement of freshmen student in remedial mathematics, reading and writing from one community college and one university. The total population for this study is 300 freshmen, 150 freshmen from the community college and 150 freshmen from the university, composition of male (N=42%) and female (N=58%). The instructors will allow the researcher to pre-test selected students on the second day of class (Fall 2006) using the Nelson-Denny Reading Test (Form E) for reading, Algebra Skills Test (Test I) for math, and pre-determined writing assignments for writing. After four weeks of peer tutoring (quasi-experimental group), the researcher will retest the students (post-test) and collect the test score from the posttest and analyze the data to determine the impact of peer tutoring on freshmen student in remedial mathematics, reading and writing. There were two hypothesis tested. The hypothesis revealed that there was no significant difference of t-test results for pretest scores in terms of Reading for Comprehensive and Vocabulary, Math, and English. It indicated that participants grouped by gender had no pretest threat in both the treatment and the control groups. Although the present study offers additional positive results to those studies conducted in the past, it is the recommendation of the researcher that additional studies needs to be undertaken.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
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