Publication Date

2-1-2012

Abstract

Cooperative learning methods have been shown to increase student achievement and social skills, therefore these methods have been promoted for the intervention of falling student achievement. This study was designed to examine the differences between a traditional lecture classroom structure and a cooperative learning structure in student achievement, anxiety, self-concept and motivation among College Algebra students. The sample is a convenience sample since participants were taken from pre-formed sections of College Algebra at a large urban university. This is a quantitative study, designed as a 2 x 2 factorial quasi-experiment. Using multivariate and univariate analysis of variance procedures, math achievement, anxiety, self-concept and motivation gains are examined. In addition, predictions about the target populations probability of passing the course for both treatment and comparison groups are estimated using a logistic regression analysis.

Degree Name

Mathematics

Level of Degree

Masters

Department Name

Mathematics & Statistics

First Committee Member (Chair)

Kristin Umland

Second Committee Member

Alexander Stone

Third Committee Member

Victoria Kauffman

Language

English

Keywords

Group work in education--Psychological aspects--Mathematical models, Algebra--Study and teaching (Higher)--Psychological aspects--Mathematical models, Analysis of variance, Logistic regression analysis.

Document Type

Thesis

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