Cooperative Learning and Journal Writing in College Developmental Mathematics

The purpose of this study was to determine if there were significant differences in the effectiveness of three instructional methods used to supplement a college developmental mathematics course. Eighty-two adult learners in three intact classes were assigned to one of the following treatment groups: journal writing, cooperative learning, and independent practice. Students in each treatment group were given a test of arithmetic achievement before the study began. During the semester, each supplemental activity was utilized for the same amount of time on the same ten days. At the end of the semester, all of the students were given a posttest of arithmetic achievement. After adjustment for beginning arithmetic ability, results indicated that there were no Statistically significant differences among the groups on final arithmetic achievement. Consequently, a descriptive analysis of the three treatment groups was carried out. Such characteristics as gender, ethnicity, age, and mode of placement were carefully examined. Chi-square tests for independence were then conducted. These tests seemed to verify the general similarity in composition of the three experimental groups. Finally, possible reasons for the results and implications for future research were suggested.

Name thesis:degree_name

Master of Arts

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

Southwest Texas State University

Year dc:date.issued

1994

Author dc:creator

• Powell, Harry C., III

Advisor dc:contributor.advisor

• Lyman, Barbara G.

Committee members dc:contributor.committeemember

• Payne, Emily Miller
• Avent, Henrietta H.

• mathematics
• remedial teaching
• higher education
• team learning approach
• diaries

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10877/21383

OAI identifier oai:identifier

oai:digital.library.txst.edu:10877/21383