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The effects of behaviorist and constructivist instruction on student performance in college-level remedial mathematics /

Bibliographic Details
Main Author: Cox, Murray William
Other Authors: Capraro, Mary Margaret (Thesis advisor), Capraro, Robert M. (Thesis advisor)
Format: Thesis eBook
Language:English
Published: [College Station, Tex.] : [Texas A&M University], [2011]
Subjects:
Major curriculum and instruction.
assessment
self-efficacy
Mathematics
constructivist
college-level
behaviorist
remedial
personalized-instruction
behavioral
direct-instruction
motivation
developmental
Online Access:Link to OAK Trust copy
Description
Abstract:The findings in this study reveal quality teaching is of paramount importance in educating the remedial college student. Students from both methods, with instruction being performed with high fidelity, demonstrated statistically significant improvement over the semester. Moreover, the findings in this study further reveal that remedial students with strong reasons to succeed (combined with the quality teaching method) find success in the developmental mathematics classroom regardless of assessment method. In fact, though students tend to score higher on short-answer questions than extended-answer questions, the amount of improvement after a semester of quality teaching is nearly equal in question types under both instructional methods.
Item Description:"Major Subject: Curriculum and Instruction"
Title from author supplied metadata (automated record created 2011-11-01 09:04:20).
Electronic resource.
Physical Description:1 online resource.
Bibliography:Includes bibliographical references.