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Supporting Math Emporium Students' L...

Alt, Andrea.

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Supporting Math Emporium Students' Learning Through Short Instructional Opportunities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Supporting Math Emporium Students' Learning Through Short Instructional Opportunities./
作者:	Alt, Andrea.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	62 p.
附註:	Source: Masters Abstracts International, Volume: 56-04.
Contained By:	Masters Abstracts International56-04(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10592307
ISBN:	9781369732900

Supporting Math Emporium Students' Learning Through Short Instructional Opportunities.
Alt, Andrea.

Supporting Math Emporium Students' Learning Through Short Instructional Opportunities. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 62 p.

Source: Masters Abstracts International, Volume: 56-04.

Thesis (M.A.)--Bowling Green State University, 2017.

This study focuses on the concept of including traditional math classroom experiences in a math emporium College Algebra II course. The aim of the study was to gain an insight into the opinions of students about which emporium structure they prefer as well as which they believe they can be more successful in. Also, this study analyzed emporium students' academic success in both scenarios. To accomplish these goals, two sections of College Algebra II in the math emporium were offered the option to attend traditional classroom experiences (called short instructional lessons) led by the instructor during the fall semester of 2016. The participants were enrolled in one of the two classes taught by the researcher and used MyLabsPlus as the instructional software package. The treatment group consisted of the students who self-selected to attend the short instructional lessons, thus the control group was the students whom did not attend.

ISBN: 9781369732900Subjects--Topical Terms:

517670
Educational technology.

Supporting Math Emporium Students' Learning Through Short Instructional Opportunities.
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520 $a This study focuses on the concept of including traditional math classroom experiences in a math emporium College Algebra II course. The aim of the study was to gain an insight into the opinions of students about which emporium structure they prefer as well as which they believe they can be more successful in. Also, this study analyzed emporium students' academic success in both scenarios. To accomplish these goals, two sections of College Algebra II in the math emporium were offered the option to attend traditional classroom experiences (called short instructional lessons) led by the instructor during the fall semester of 2016. The participants were enrolled in one of the two classes taught by the researcher and used MyLabsPlus as the instructional software package. The treatment group consisted of the students who self-selected to attend the short instructional lessons, thus the control group was the students whom did not attend.
520 $a Mathematics achievement was measured by a comprehensive final exam. Achievement data was collected prior to any short instructional lessons and at the end of the study. Students' attitudes towards the math emporium, mathematics, and the short instructional lessons were measured throughout the semester using surveys in Qualtrics. Analysis of Variance (ANOVA) was used to determine whether there were significant differences in academic achievement in the control and treatment groups. A chi2 Test was preformed to decide if there was a significant change in the students' beliefs on the helpfulness of the short instructional lessons through out the course of the study. A correlation was used to determine whether there was a significant relationship between student achievement in College Algebra II and the number of short instructional lessons attended. A coding scheme was used to track the common themes from the students' free responses in the Qualtrics surveys.
520 $a Results of the ANOVA tests indicated a significant difference in academic achievement between the control and treatment groups. Students who attended 4 or more of the short instructional lessons earned a significantly higher final grade than those students who did not attend. Results of the correlation showed a weak, positive relationship between student academic achievement and the number of short instructional lesson attended. Through the coding scheme four common themes emerged from students' responses in regards to the short instructional lessons, the math emporium, and mathematics in general. The most cited of these common themes being that the addition of the short instructional lessons was beneficial and added value and enjoyment to the math emporium environment.
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