This research paper explored students’ attitudes towards mathematics before and after the implementation of an experimental instructional method. The measurement tool that was used is the Mathematics Attitude Inventory for Students (ATMI). The experimental methodology implemented in the collegiate class is a leadership based cooperative learning model. Students were surveyed twice. The first installment of the ATMI was conducted prior to a mathematics unit that spanned three classes. The second installment of the ATMI survey was conducted after the unit was completed. Student surveys were assessed and determined if the experimental model had any impact of students’ attitudes towards mathematics.
The findings were unexpected. The students’ overall view of mathematics went down 0.34 of a 5-point Likert score from the pre and post surveys of the ATMI. However, three additional questions were added to the second installment of the ATMI survey and uncovered most students found the experimental cooperative leadership model beneficial.
","abstract_html":"<p>This research paper explored students’ attitudes towards mathematics before and after the implementation of an experimental instructional method. The measurement tool that was used is the Mathematics Attitude Inventory for Students (ATMI). The experimental methodology implemented in the collegiate class is a leadership based cooperative learning model. Students were surveyed twice. The first installment of the ATMI was conducted prior to a mathematics unit that spanned three classes. The second installment of the ATMI survey was conducted after the unit was completed. Student surveys were assessed and determined if the experimental model had any impact of students’ attitudes towards mathematics.</p> <p>The findings were unexpected. The students’ overall view of mathematics went down 0.34 of a 5-point Likert score from the pre and post surveys of the ATMI. However, three additional questions were added to the second installment of the ATMI survey and uncovered most students found the experimental cooperative leadership model beneficial.</p>","abstract_has_math":false,"creators":["Belin, Robert J."],"institution":null,"degree_name":"Master of Science","degree_level":"Thesis","degree_discipline":"Mathematics","degree_department":null,"school":null,"contributors":["Dianna Galante, Ph.D.","Chris Tweddle, Ph.D.","Victor Akatsa, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-04-01T07:00:00Z","date_published":"2016-04-01T07:00:00Z","updated_at":"2026-07-24T02:24:36Z","subjects":["Mathematics","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://opus.govst.edu/theses/74","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dianna Galante, Ph.D.","Chris Tweddle, Ph.D.","Victor Akatsa, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Belin, Robert J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Mathematics"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mathematics","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://opus.govst.edu/theses/74"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research paper explored students’ attitudes towards mathematics before and after the implementation of an experimental instructional method. The measurement tool that was used is the Mathematics Attitude Inventory for Students (ATMI). The experimental methodology implemented in the collegiate class is a leadership based cooperative learning model. Students were surveyed twice. The first installment of the ATMI was conducted prior to a mathematics unit that spanned three classes. The second installment of the ATMI survey was conducted after the unit was completed. Student surveys were assessed and determined if the experimental model had any impact of students’ attitudes towards mathematics.
The findings were unexpected. The students’ overall view of mathematics went down 0.34 of a 5-point Likert score from the pre and post surveys of the ATMI. However, three additional questions were added to the second installment of the ATMI survey and uncovered most students found the experimental cooperative leadership model beneficial.
"]},{"key":"dc:title","label":"Title","values":["The Impact of Students’ Attitudes After Implementing a Leadership Collaborative Grouping Method in a Collegiate Technical Mathematics Class"]}]}],"canonical_facts":{"dc:contributor":["Dianna Galante, Ph.D.","Chris Tweddle, Ph.D.","Victor Akatsa, Ph.D."],"dc:creator":["Belin, Robert J."],"dc:date.available":["2016-05-24T07:00:00Z"],"dc:description.abstract":["This research paper explored students’ attitudes towards mathematics before and after the implementation of an experimental instructional method. The measurement tool that was used is the Mathematics Attitude Inventory for Students (ATMI). The experimental methodology implemented in the collegiate class is a leadership based cooperative learning model. Students were surveyed twice. The first installment of the ATMI was conducted prior to a mathematics unit that spanned three classes. The second installment of the ATMI survey was conducted after the unit was completed. Student surveys were assessed and determined if the experimental model had any impact of students’ attitudes towards mathematics.
The findings were unexpected. The students’ overall view of mathematics went down 0.34 of a 5-point Likert score from the pre and post surveys of the ATMI. However, three additional questions were added to the second installment of the ATMI survey and uncovered most students found the experimental cooperative leadership model beneficial.
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