Instructional strategy to enhance achievement of remedial mathematics students at the junior college level /
| Main Author: | |
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1990.
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| Subjects: | |
| Online Access: | ProQuest, Abstract Link to OAKTrust copy |
| Abstract: | Students are presenting themselves to the colleges and universities underprepared for the academic programs necessary at the post-secondary level. The need for remedial mathematics courses at the college level has been steadily increasing over the past several years. In an effort to identify an instructional strategy that would actively engage students in mathematics study, four classes of remedial mathematics, Introductory Algebra, participated in the study. All four classes received an advance organizer and notification that a pretest would be administered. Students in the Treatment X groups were informed that a posttest would be administered at the end of lesson and class discussion. Students in the Treatment Y groups were not so informed nor tested at the conclusion of class. It was hoped that the students' attentiveness on the lesson material would be increased because a posttest on the lesson would be required. Examination of the ANOVA results showed no significant differences in the performances of students in the treatment and control groups based on the instructional strategy that attempted to focus student attention on class study. However, further study is recommended to identify instructional strategies that encourage the remedial mathematics student to be an active learner in the classroom. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Curriculum and Instruction." |
| Physical Description: | xi, 77 leaves : illustrations ; 28 cm |
| Bibliography: | Includes bibliographical references. |