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Title: EFFECTIVENESS OF THE USE OF BEHAVIORAL OBJECTIVES WITH AND WITHOUT STUDENT SELF-EVALUATION TESTS IN THE TEACHING OF INTERMEDIATE ALGEBRA AT THE COMMUNITY COLLEGE.
Creator: EVERETT, EUNICE FLEMING., Florida Atlantic University, Cook, Joseph B.
Abstract/Description: The literature reveals some studies dealing with behavioral objectives, but few of these concern the community college. Almost no research has dealt directly with student self-evaluation testing. The purpose of this study was to determine whether the use of behavioral objectives with and without student self-evaluation testing could improve achievement and reduce attrition in Intermediate Algebra at the community college. Three Intermediate Algebra sections at Broward Community College, Ft....
Show moreThe literature reveals some studies dealing with behavioral objectives, but few of these concern the community college. Almost no research has dealt directly with student self-evaluation testing. The purpose of this study was to determine whether the use of behavioral objectives with and without student self-evaluation testing could improve achievement and reduce attrition in Intermediate Algebra at the community college. Three Intermediate Algebra sections at Broward Community College, Ft. Lauderdale, were each randomly subdivided into two classes. The investigator and a colleague each taught three classes, each class by a different instructional method. The control method LR involved traditional lecture and test review. In the experimental treatment LOR, references were made to stated lists of behavioral objectives during the lectures and review sessions. Treatment LOS was identical to LOR, except that review was replaced by self-evaluation testing. Students returned the self-evaluation tests after keying them and noting the objectives missed. A comprehensive pretest was administered the first class meeting. This same test served as a posttest and course final examination. Six unit tests were administered during the term. Student achievement was measured by the raw posttest score (A(,1)) and by a composite score of unit test and posttest percentages (A(,2)). Seven research hypotheses relating to the independent variables instructional method, instructor, and sex, and their interactions, were tested for both measures. Separate analyses of covariance with the covariates age and pretest score were performed to test the seven hypotheses for A(,1) and A(,2). No significant differences were found for A(,1). Sex, however, was found to be significant in affecting A(,2), F (1, 81) = 5.150, p (LESSTHEQ) .026, with females achieving higher scores than males. Differences in A(,2) due to method were near significance, F (2, 81) = 2.928, p (LESSTHEQ) .059. The mean A(,2) score for method LR was 1.39 above that of LOR and 6.99 above that of LOS. The analyses of covariance indicated that pretest scores did significantly affect both A(,1) and A(,2), p (LESSTHEQ) .001. Six research hypotheses tested the effects of method, instructor, sex, method and instructor acting together, method and sex acting together, and course time interval upon withdrawal rate, WR. Chi-square tests were applied to the withdrawal data. Withdrawal rate varied significantly with respect to sex at the .05 level; 56.3% of the males withdrew; 41.1% of the females withdrew. Method and sex acting together were found to affect WR. Females withdrew significantly less than males within method LR, (chi)('2)(1) = 8.978, p (LESSTHEQ) .01. Finally, 25.5% of the students taking the pretest withdrew between Unit Tests 1 and 3, prior to the completion of the review of Elementary Algebra. It was concluded that for Intermediate Algebra, composite scores are better measures of achievement than single posttest scores, that pretest scores can be used as predictors of achievement, that female students are more persistent and achieve better than males, and that students tend to withdraw during the review units of the course. Further, the use of behavioral objectives did not significantly affect student achievement in lecture-taught classes. Self-evaluation testing had a negative effect on achievement--perhaps due to anxiety resulting from the testing format. Research needs to further explore the use of self-evaluation testing as a learning tool. The causes of heavy attrition in Intermediate Algebra, particularly the attrition of males, need to be found. Also, more research is necessary to verify the usefulness of pretest scores as predictors and composite scores as measures of achievement in Intermediate Algebra.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11770
Subject Headings: Algebra--Study and teaching (Higher)
Format: Document (PDF)

Title: THE EFFECTIVENESS OF COMPUTER ASSISTED INSTRUCTION IN COLLEGE ALGEBRA.
Creator: DIEM, DENNIS CHARLTON., Florida Atlantic University, Burgess, Ernest E.
Abstract/Description: This study was designed to determine the extent to which micro-computer instruction affects the learning of mathematics in College Algebra when used as a substitute for traditional methods of instruction. The computer programs involved in the study were designed to teach the student how to find and graph the solution set of linear inequalities with two variables. The lessons were programmed on an Apple II microcomputer and were designed using relatively simple linear branching techniques. The...
Show moreThis study was designed to determine the extent to which micro-computer instruction affects the learning of mathematics in College Algebra when used as a substitute for traditional methods of instruction. The computer programs involved in the study were designed to teach the student how to find and graph the solution set of linear inequalities with two variables. The lessons were programmed on an Apple II microcomputer and were designed using relatively simple linear branching techniques. The subjects involved in the study were enrolled in two sections of College Algebra in an upper division university. The students were randomly assigned to four groups and each group was taught using varying methods of instruction. One group received traditional classroom lecture followed by textbook homework. A second group was exposed to a computer tutorial program followed by textbook homework. A third group received classroom lecture followed by a computer drill and practice program. A fourth group completed both the computer tutorial and the computer drill and practice programs. Prior to exposure to different teaching methods, each group was administered a pre-test to determine the extent of their knowledge of the subject matter, establish the randomness assertion, and to determine whether or not the groups were equivalent at the outset. After each group received instruction, a post-test was administered to determine relative levels of achievement. One way between subjects analysis of variance was used with the pre-test scores to determine initial differences between the groups. The same statistical procedure was used with the post-test scores. The results of analysis of variance, at the .05 level, indicated that no significant differences in learning took place between the four groups in the study. However, observation of the data seemed to suggest differences which favored the more conventional lecture, homework group. Recommendations for future study included replication of the experiment using the same or modified populations. Additional variables could also be identified such as student attitude, academic background, sex, and age.
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Date Issued: 1982
PURL: http://purl.flvc.org/fcla/dt/11807
Subject Headings: Algebra--Study and teaching (Higher), Computer-assisted instruction
Format: Document (PDF)

Title: The effects of accommodating students' learning styles on academic achievement and attitudes towards algebra.
Creator: Husni, Nabil Afif., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of this study was to compare the academic achievement and attitude of students who were enrolled in Algebra for College Students taught by traditional lecture methods of instruction with students taught by methods of instruction that matched student learning style preferences. This study included 84 students who were enrolled in Algebra for College Students at Palm Beach Community College. The study was designed to determine whether students' age, gender, GPA, and the number of...
Show moreThe purpose of this study was to compare the academic achievement and attitude of students who were enrolled in Algebra for College Students taught by traditional lecture methods of instruction with students taught by methods of instruction that matched student learning style preferences. This study included 84 students who were enrolled in Algebra for College Students at Palm Beach Community College. The study was designed to determine whether students' age, gender, GPA, and the number of hours worked were correlated with students' attitude gain scores or with their algebra gain scores. Four instruments were used to collect information for this study: (a) an algebra pre-test/posttest, (b) a background questionnaire, (c) the Productivity Environmental Preference Survey, and (d) an attitude survey. Reliability was obtained using the SPSS software. The algebra pre-test/posttest and the attitude survey had alpha reliability coefficients of 0.7022 and 0.8154 respectively. Twelve hypotheses were developed to determine if there were significant relationships between and among attitudes towards algebra, academic achievement in algebra, and the aforementioned variables. Multiple linear regression was the statistical tool used for data analysis. Each hypothesis was tested at the 0.1/12 = 0.0083 level of significance. Based on the findings, gender played a significant role in this study. Male students who were taught by methods of instruction corresponding to their learning style preferences had slightly higher attitudinal gain scores and consistently higher achievement gain scores than male students who were taught by the traditional lecture method of instruction. On the other hand, female students who were taught by methods of instruction that accommodated their learning style preferences had higher attitudinal gain scores and relatively no change in academic achievement. Additionally, analyses of data collected from male students revealed a significant negative relationship between male students' academic achievement in algebra and the number of hours worked per week. In contrast, analyses of data collected from female students showed a significant positive relationship between female students' academic achievement and number of hours worked per week.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12510
Subject Headings: Algebra--Study and teaching (Higher), Academic achievement
Format: Document (PDF)

Title: A COMPUTERIZED MODEL FOR PLACEMENT AND DIAGNOSTIC TESTING IN COLLEGE REMEDIAL MATHEMATICS.
Creator: HIRMANPOUR, IRAJ., Florida Atlantic University, Brumbaugh, Douglas K.
Abstract/Description: This study uses Gagne's theory of learning hierarchies to analyze the learning tasks of a college remedial mathematics course into a sequence of subordinate tasks and designs a diagnostic test for the course based upon the model. Furthermore, a computer system that implements the diagnostic system based on the task analysis model of diagnosis is developed. The topics normally covered in college remedial mathematics courses are divided into ten major areas, and each topic is divided into a set...
Show moreThis study uses Gagne's theory of learning hierarchies to analyze the learning tasks of a college remedial mathematics course into a sequence of subordinate tasks and designs a diagnostic test for the course based upon the model. Furthermore, a computer system that implements the diagnostic system based on the task analysis model of diagnosis is developed. The topics normally covered in college remedial mathematics courses are divided into ten major areas, and each topic is divided into a set of subordinate tasks. The subdivision is expressed through statements of performance objectives. A numbering which depicts the hierarchical structures of subtasks is used, and the test design conforms to this structure. Computer programs are written to allow the program user to enter the result of task analysis and the tests to be administered. The tests can be administered via a computer terminal identify the student's mathematical deficiencies. Test results and information from the task analysis can be used to produce a report of student deficiencies. It is hypothesized that such a detailed report of the student's deficiencies will enable the instructor to prescribe an individually tailored remedial course for the student. Each student's test performance is recorded, and a computer program is provided to perform item analysis and to compute test reliability coefficients for any group of students. The result of this study is a set of computer programs which implements the task analysis model of diagnosis for any subject where hierarchical relationships can be defined. This study also provides the testing instruments for separating college freshmen into remedial and non-remedial groups and for the diagnostic testing of the remedial group. It is concluded that the digital computer can be used to implement the task analysis model of diagnosis and that the software provided should be helpful to those who want to design and evaluate diagnostic tests.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11774
Subject Headings: Mathematics--Remedial teaching--Ability testing, Algebra--Study and teaching (Higher)
Format: Document (PDF)

Title: PUBLIC SCHOOL ADVISORY COMMITTEES: CHARACTERISTICS, CONTRIBUTIONS, AND PERCEPTIONS OF ROLE AND FUNCTIONS.
Creator: CHINN, BEVERLY DUKE, Florida Atlantic University, Logsdon, James D.
Abstract/Description: The purpose of this study is to determine the make-up, organizational structure, and operational aspects of school advisory committees as well as to identify their contributions to local educational programs as reported by principals and advisory committee chairpersons. This study also reports differences in the perceptions of school principals and advisory committee chairpersons as to the role and functions of school advisory committees. Research questions relating to make-up, organizational...
Show moreThe purpose of this study is to determine the make-up, organizational structure, and operational aspects of school advisory committees as well as to identify their contributions to local educational programs as reported by principals and advisory committee chairpersons. This study also reports differences in the perceptions of school principals and advisory committee chairpersons as to the role and functions of school advisory committees. Research questions relating to make-up, organizational structure, operational aspects, and contributions of advisory committees were analyzed. Conclusions: It was concluded that advisory committees are predominately female, as are their chairpersons. Committees usually meet monthly at the school during the evenings. Most committees do not have a constitution and by-laws. School principals and advisory committee chairpersons bad significant differences in perceptions regarding the role and functions of school advisory committees. Dade, Broward, and Palm Beach Counties' respondents had significantly different perceptions regarding the role and functions of school advisory committees. Chairpersons reported that the advisory committees had made contributions in the areas of school safety, maintenance and improvement of the school plant, community and race relations, and articulation between schools. School principals reported that advisory committees had made contributions in the areas of preparation of the school budget, preparation of the annual report of school progress, community and race relations, school safety, and determination of school goals.
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Date Issued: 1975
PURL: http://purl.flvc.org/fcla/dt/11659
Subject Headings: Citizens' advisory committees in education, Algebra--Programmed instruction, Algebra--Study and teaching (Higher)
Format: Document (PDF)

Title: The effect of curriculum specific computer-aided instruction on student achievement in college algebra, a comparative study.
Creator: Cox, Gregg Clayton, Florida Atlantic University, Burgess, Ernest E.
Abstract/Description: This study was designed to determine the effects of curriculum specific computer aided instruction on student achievement in a College Algebra course. Curriculum specific software is microcomputer software which provides both computerized instruction and practice for each topic in the accompanying textbook and is now available for many college mathematics texts. Using methods outlined by Diem (1982) in a previous study, College Algebra students were randomly assigned to one of four groups....
Show moreThis study was designed to determine the effects of curriculum specific computer aided instruction on student achievement in a College Algebra course. Curriculum specific software is microcomputer software which provides both computerized instruction and practice for each topic in the accompanying textbook and is now available for many college mathematics texts. Using methods outlined by Diem (1982) in a previous study, College Algebra students were randomly assigned to one of four groups. Six hypotheses were formulated and tested by comparing both post-test scores and growth quotients for various appropriate groups. At the.05 level of significance the following hypotheses were rejected: There is no significant difference in achievement in learning mathematics between College Algebra students who study linear inequalities using curriculum specific microcomputer drill and practice with traditional lecture and College Algebra students who study linear inequalities using a traditional lecture-homework approach. There is no significant difference in achievement among those receiving curriculum specific microcomputer aided instruction as a result of students' score on the pretest, whether placed in the upper, middle, or lower third of the pretest scores. Implications of the study included the following: (1) The use of curriculum specific computerized drill and practice can significantly increase the mathematics achievement of those students receiving a traditional lecture. (2) There is a significant relationship between a student's pretest score and their level of success when using curriculum specific microcomputer aided instruction. Recommendations for further study included the following: (1) Replication of this experiment investigating different factors such as: (a) Differences related to age, (b) attitude toward computer aided instruction, (c) type of text and software, and (d) differences related to previous computing experience. (2) Research which compares various forms of curriculum specific drill and practice. (3) Development of computerized tutorials which significantly increase student achievement.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12250
Subject Headings: Algebra--Computer-assisted instruction, Algebra--Study and teaching (Higher), Computer-assisted instruction
Format: Document (PDF)

Title: The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.
Creator: Toussaint, Mario J., Furner, Joseph M., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: A report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of...
Show moreA report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of Academic Service Learning (ASL) into intermediate algebra courses improved students’ performance, their motivation to learn the subject, and attitudes towards mathematics learning. ASL is an educational strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Duffy, Barrington, West, Heredia, & Barry, 2011). The subjects in this study were thirty-four students enrolled in intermediate algebra at a large public university in southeast Florida. The participant group consisted of fifteen students who completed the requirements of the ASL program and the comparison group consisted of nineteen students who initially showed interest in the program but dropped out of the study early in the semester. Through a mixed method analysis, the study found that the proportion of students who passed the course in the ASL group was greater than the proportion of students in the non-ASL group. Similarly, the mean final course grade in the ASL group was higher than the mean final course grade in the non-ASL group. The results of the qualitative analyses showed that all the participants enjoyed the ASL experience. In addition, some participants felt that the ASL project raised their motivation to learn mathematics and increased their competence in mathematics. However, both quantitative and qualitative analyses revealed that the students’ participation in the ASL project did not affect their attitudes towards mathematics learning. The study concluded that Academic Service Learning has the potential to help improve students’ success rates in developmental mathematics courses as well as increase their motivation to learn the subject.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004739, http://purl.flvc.org/fau/fd/FA00004739
Subject Headings: Action research in education., Service learning., Universities and colleges--Public services., Teacher-student relationships., Algebra--Study and teaching (Higher), Educational technology--Evaluation., Motivation in education., Academic achievement.
Format: Document (PDF)

Algebra--Study and teaching (Higher) (7)	+ -
Computer-assisted instruction (2)	+ -
Academic achievement (1)	+ -
Academic achievement. (1)	+ -
Action research in education. (1)	+ -

Algebra--Computer-assisted instruction (1)	+ -
Algebra--Programmed instruction (1)	+ -
Citizens' advisory committees in education (1)	+ -
Educational technology--Evaluation. (1)	+ -
Mathematics--Remedial teaching--Ability testing (1)	+ -
Motivation in education. (1)	+ -
Service learning. (1)	+ -
Teacher-student relationships. (1)	+ -
Universities and colleges--Public services. (1)	+ -

Florida Atlantic University (7)	+ -
Burgess, Ernest E. (2)	+ -
Brumbaugh, Douglas K. (1)	+ -
CHINN, BEVERLY DUKE (1)	+ -
College of Education (1)	+ -

Cook, Joseph B. (1)	+ -
Cox, Gregg Clayton (1)	+ -
DIEM, DENNIS CHARLTON. (1)	+ -
Department of Curriculum, Culture, and Educational Inquiry (1)	+ -
EVERETT, EUNICE FLEMING. (1)	+ -
Furner, Joseph M. (1)	+ -
HIRMANPOUR, IRAJ. (1)	+ -
Husni, Nabil Afif. (1)	+ -
Logsdon, James D. (1)	+ -
Toussaint, Mario J. (1)	+ -
Urich, Ted R. (1)	+ -

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