Date of Graduation
1988
Document Type
Thesis
Abstract
The study compared the effects of two instructional techniques (small group instruction and the lecture/discussion method) on the levels of academic achievement, math anxiety, and attitude toward mathematics in two sections of college algebra. The study also examined the effects on males and females and the number of students successfully completing the course in each group. The group study method used to instruct the experimental section was based on Robert E. Slavin's "Cooperative Learning" Model and was implemented by adapting Slavin's Student Teams Achievement Division technique for use in the college classroom. The traditional lecture/discussion method was used to instruct the control section. An analysis of covariance based on pretest scores examined the difference in posttest levels of academic achievement, math anxiety, and attitude toward mathematics between the experimental and control groups and males and females. A chi square test examined the difference in the number of students successfully completing the course in each of the two groups. The group instruction method produced significantly better results in the areas of successful completion of a mathematics course, math anxiety, and attitudes toward mathematics but produced no significant differences in the level of achievement. There were no significant differences by sex. The conclusion was that an instructor who is seeking methods to promote successful completion of mathematics courses and to significantly lower the anxieties and negative attitudes of students in mathematics should consider implementing "Cooperative Learning" techniques in the classroom.
Recommended Citation
Valentino, Virginia Rider, "A study of achievement, anxiety, and attitude toward mathematics in college algebra students using small-group interaction methods." (1988). Graduate Theses, Dissertations, and Problem Reports. 9933.
https://researchrepository.wvu.edu/etd/9933