Examining the Effect of Inquiry-based Learning Vs. Traditional Lecture-based Learning on Critical Thinking Skills and Students' Achievement in College Algebra PDF Download
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Author: Elaina M. Khasawneh
Publisher:
ISBN: 9781369139259
Category : Algebra
Languages : en
Pages : 159
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Book Description
The main aim of this study is to examine the effect of teaching based on inquiry- based learning (IBL) versus traditional learning (TL) on critical thinking skills and math achievement score of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution (PBI). The study was a quasi experiment with pre-test and post-test. The sample was 41 students were chosen by a convenience sample. Quantitative analyses were used to determine the effect of the instructional pedagogy on overall critical thinking skills scores, the five critical thinking sub-scales (analysis, inference, evaluation, inductive and deductive reasoning) and the effect of the instructional pedagogy on math academic achievement, while qualitative data was used to provide insight into the students' perception of the instructional pedagogy. Analysis of covariance (ANCOVA) was used to analyze data. The findings showed that there was not a statistically significant difference in mean critical thinking post-test scores between the IBL and the TL groups when controlling for critical thinking pre-test as assessed by the California Critical Thinking Skills Test (CCTST). Additionally, there was no statistically significant difference between the IBL and the TL groups in the five sub-scales of critical thinking between the IBL and the TL groups when controlling for critical thinking pre-test for each sub-scale. However, there was a significant different in mean math achievement post-test scores between the IBL and the TL group when controlling for college algebra readiness pre-test. Furthermore, A Likert scale consist of 7 items was used to measure student's perspective towards the effectiveness of the instructional pedagogy. An independent t-test revealed that there was no statistically significant difference in student's perspective between the IBL group and TL groups. However, students in the IBL group believed that the IBL instructional pedagogy improved their confidence in their ability to do math, their knowledge in approaching a problem, their communication skills and their ability to ask inquiry questions.
Author: Elaina M. Khasawneh
Publisher:
ISBN: 9781369139259
Category : Algebra
Languages : en
Pages : 159
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Book Description
The main aim of this study is to examine the effect of teaching based on inquiry- based learning (IBL) versus traditional learning (TL) on critical thinking skills and math achievement score of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution (PBI). The study was a quasi experiment with pre-test and post-test. The sample was 41 students were chosen by a convenience sample. Quantitative analyses were used to determine the effect of the instructional pedagogy on overall critical thinking skills scores, the five critical thinking sub-scales (analysis, inference, evaluation, inductive and deductive reasoning) and the effect of the instructional pedagogy on math academic achievement, while qualitative data was used to provide insight into the students' perception of the instructional pedagogy. Analysis of covariance (ANCOVA) was used to analyze data. The findings showed that there was not a statistically significant difference in mean critical thinking post-test scores between the IBL and the TL groups when controlling for critical thinking pre-test as assessed by the California Critical Thinking Skills Test (CCTST). Additionally, there was no statistically significant difference between the IBL and the TL groups in the five sub-scales of critical thinking between the IBL and the TL groups when controlling for critical thinking pre-test for each sub-scale. However, there was a significant different in mean math achievement post-test scores between the IBL and the TL group when controlling for college algebra readiness pre-test. Furthermore, A Likert scale consist of 7 items was used to measure student's perspective towards the effectiveness of the instructional pedagogy. An independent t-test revealed that there was no statistically significant difference in student's perspective between the IBL group and TL groups. However, students in the IBL group believed that the IBL instructional pedagogy improved their confidence in their ability to do math, their knowledge in approaching a problem, their communication skills and their ability to ask inquiry questions.
Author: Cyntreva Deann Paige
Publisher:
ISBN:
Category :
Languages : en
Pages : 374
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Book Description
It is well documented that students are struggling in developmental and introductory mathematics courses at community colleges across the nation. However, the reasons that these students struggle are not as well known. While numerous researchers have investigated the effects of inquiry-based learning on K-12 students, the research on this topic at the community college level is lacking. For my dissertation work, I have collected attitudinal surveys, observational data, and final exams from eight sections of a developmental mathematics course and nine sections of College Algebra at a large Texas community college. Approximately half of the instructors involved in the study incorporated some level of inquiry-based teaching strategies in their classrooms (referred to in this dissertation as "student-led" sections) while the remaining instructors employed a more direct strategy (referred to as "lecture" sections). Using this data, I investigated the relationships between teaching methods and attitudes, teaching methods and content knowledge, and attitudes and content knowledge. The evidence showed that IBL teaching strategies have a greater effect on students' attitudes for students enrolled in a developmental mathematics course than those enrolled in College Algebra. IBL teaching strategies had no positive effects on developmental students' performance on a skills-based final exam, but student-led sections performed just as well as lecture sections. In College Algebra, participants in student-led sections scored significantly higher than lecture sections on two out of five objectives: write the equation of a line in slope-intercept form (p
Author: Zehui Zhan
Publisher: Frontiers Media SA
ISBN: 2832510310
Category : Science
Languages : en
Pages : 366
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 724
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Book Description
Author: Julie Stern
Publisher: Corwin Press
ISBN: 1506355722
Category : Education
Languages : en
Pages : 142
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Book Description
Students become experts and innovators through Concept-Based teaching Innovators don’t invent without a deep understanding of how the world works. With this foundation, they apply conceptual understanding to solve new problems. We want our students to not only retain ideas, but relate them to other things they encounter, using each new situation to add nuance and sophistication to their thinking. To do this, they need conceptual understanding. This book serves as a road map for Concept-Based teaching. Discover how to help students uncover conceptual relationships and transfer them to new situations. Specifically, teachers will learn: Strategies for introducing conceptual learning to students Four lesson frameworks to help students uncover conceptual relationships How to assess conceptual understanding, and How to differentiate concept-based instruction Look no further. For deep learning and innovative thinking, this book is the place to start. "The authors tear down the false dichotomies of traditional vs innovative education and provide a practical toolkit for developing creativity and applying knowledge through Concept-Based learning. Every practitioner needs this book to juxtapose what worked well in the 20th Century with what is essential in the 21st Century and beyond." Michael McDowell, Superintendent Ross School District, Ross, CA "While most good educators recognise the incredible value of teaching conceptually, it is challenging. The authors have created accessible, practical baby steps for every teacher to use." Dr. Vincent Chan, principal Fairview International School, Kuala Lumpur, Malaysia
Author: George Brown
Publisher:
ISBN: 9781903934029
Category : Lectures and lecturing
Languages : en
Pages : 23
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 906
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Author: Sandra K. Abell
Publisher: Routledge
ISBN: 1136781218
Category : Education
Languages : en
Pages : 1345
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Book Description
This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities. The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/.
Author: Douglas Fisher
Publisher: Corwin Press
ISBN: 1506344038
Category : Education
Languages : en
Pages : 143
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Book Description
"Every student deserves a great teacher, not by chance, but by design" — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the "aha" moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. "Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.
