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: 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 : Dissertation abstracts
Languages : en
Pages : 776
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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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Author: Ronald C. Martella
Publisher: Guilford Press
ISBN: 1462509622
Category : Education
Languages : en
Pages : 690
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Book Description
This user-friendly text takes a learn-by-doing approach to exploring research design issues in education and psychology, offering evenhanded coverage of quantitative, qualitative, mixed-methods, and single-case designs. Readers learn the basics of different methods and steps for critically examining any study's design, data, and conclusions, using sample peer-reviewed journal articles as practice opportunities. The text is unique in featuring full chapters on survey methods, evaluation, reliability and validity, action research, and research syntheses. Pedagogical Features Include: *An exemplar journal article at the end of each methods chapter, together with questions and activities for critiquing it (including, where applicable, checklist forms to identify threats to internal and external validity), plus lists of additional research examples. *Research example boxes showing how studies are designed to address particular research questions. *In every chapter: numbered chapter objectives, bulleted summaries, subheadings written as questions, a running glossary, and end-of-chapter discussion questions. * Electronic Instructor's Resource Manual with Test Bank, provided separately--includes chapter outlines; answers to exercises, discussion questions, and illustrative example questions; and PowerPoints.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
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Author: Kevin L. McCandless
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The purpose of this quasi-experimental study was to compare the effects of a varied method of instruction on student achievement, knowledge transfer, situational interest, and course retention rates, relative to a non-varied method of instruction, in community college developmental mathematics. The varied method of instruction consisted of active learning teaching practices with foundations in social constructivism, whereas the non-varied method of instruction was founded in Cognitive Load Theory and consisted primarily of explicit instruction and individual practice. An initial sample of 139 students who enrolled in six sections of Beginning Algebra at an urban community college in Northern California participated in the study. Given the quasi-experimental nature of the study, considerable effort was taken to control for school, teacher, student, and curriculum implementation variables. As such, the six sections were divided equally among three instructors, with each instructor teaching one varied class and one non-varied class. Additionally, students were assessed on the following entry characteristics: preferences for working in groups, personal interest in mathematics, reasoning ability, verbal ability, and prior mathematics knowledge. The dependent variables were conceptual understanding, procedural application near transfer, far transfer, situational interest, and course retention rates. Conceptual understanding and procedural application were assessed three times throughout the study, whereas the remaining variables were measured after eight weeks of instruction. No statistically significant differences in conceptual understanding, procedural application, near transfer, far transfer, or course retention rates were obtained between the varied and non-varied classes while controlling for individual differences. There was a statistically significant difference of medium effect in situational interest; the students in the varied classes enjoyed their classes to a lesser extent than students in the non-varied classes. Overall, both methods of instruction were equally ineffective in teaching basic algebraic concepts and procedures. Therefore, it appears that manipulating methods of instruction is not an adequate solution to the high failure rates in developmental mathematics. Instead, developmental mathematics education may better benefit from other reforms, such as learning communities, contextualized curricula, and mandatory support services. Future studies may be conducted to investigate the effects of these reforms, both in isolation and in combination.
