The purpose of this quasi-experimental study was to examine the cognitive, metacognitive, affective and instructional constructs that influence students’ problem solving development in a community college Introductory Algebra course. The study addressed the lack of success that developmental mathematics students in a community college have in the Introductory Algebra course and in subsequent curriculum mathematics courses. Research suggests that the prevalent procedural-oriented instructional methodology used in most mathematics classrooms may be contributing to the lack of student success. The community college students (N = 140) in this study were enrolled in an Introductory Algebra course. The study investigated the relationships among the constructs self-regulation, students’ problem solving development, and instructional methods used in the Introductory Algebra course. A correlational design established the quantitative relationships among the constructs. The aim of this study was to heighten the awareness of both the cognitive and non-cognitive aspects of adult student learning, as well as, the importance of attending to the students’ conceptual understanding of mathematics.
","abstract_html":"<p>The purpose of this quasi-experimental study was to examine the cognitive, metacognitive, affective and instructional constructs that influence students’ problem solving development in a community college <em>Introductory Algebra</em> course. The study addressed the lack of success that developmental mathematics students in a community college have in the <em>Introductory Algebra</em> course and in subsequent curriculum mathematics courses. Research suggests that the prevalent procedural-oriented instructional methodology used in most mathematics classrooms may be contributing to the lack of student success. The community college students (N = 140) in this study were enrolled in an <em>Introductory Algebra </em>course. The study investigated the relationships among the constructs self-regulation, students’ problem solving development, and instructional methods used in the <em>Introductory Algebra</em> course. A correlational design established the quantitative relationships among the constructs. The aim of this study was to heighten the awareness of both the cognitive and non-cognitive aspects of adult student learning, as well as, the importance of attending to the students’ conceptual understanding of mathematics.</p>","abstract_has_math":false,"creators":["Landry, Sandra T"],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Dr. Germain-McCarthy","Dr. Janz","Dr. Thoreson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-12-15T08:00:00Z","date_published":"2012-12-15T08:00:00Z","updated_at":"2026-07-24T05:29:47Z","subjects":["Adult education, mathematics, developmental education, community college, conceptual approach, algebra","Curriculum and Instruction","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uno.edu/td/1547","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Germain-McCarthy","Dr. Janz","Dr. Thoreson"]},{"key":"dc:creator","label":"Author","values":["Landry, Sandra T"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2012-11-30T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult education, mathematics, developmental education, community college, conceptual approach, algebra","Curriculum and Instruction","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uno.edu/td/1547"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this quasi-experimental study was to examine the cognitive, metacognitive, affective and instructional constructs that influence students’ problem solving development in a community college Introductory Algebra course. The study addressed the lack of success that developmental mathematics students in a community college have in the Introductory Algebra course and in subsequent curriculum mathematics courses. Research suggests that the prevalent procedural-oriented instructional methodology used in most mathematics classrooms may be contributing to the lack of student success. The community college students (N = 140) in this study were enrolled in an Introductory Algebra course. The study investigated the relationships among the constructs self-regulation, students’ problem solving development, and instructional methods used in the Introductory Algebra course. A correlational design established the quantitative relationships among the constructs. The aim of this study was to heighten the awareness of both the cognitive and non-cognitive aspects of adult student learning, as well as, the importance of attending to the students’ conceptual understanding of mathematics.
"]},{"key":"dc:title","label":"Title","values":["A study of the impact of instructional approach on community college students’ problem solving and metacognitive abilities in the developmental mathematics course, Introductory Algebra"]}]}],"canonical_facts":{"dc:contributor":["Dr. Germain-McCarthy","Dr. Janz","Dr. Thoreson"],"dc:creator":["Landry, Sandra T"],"dc:date.available":["2012-11-30T08:00:00Z"],"dc:description.abstract":["The purpose of this quasi-experimental study was to examine the cognitive, metacognitive, affective and instructional constructs that influence students’ problem solving development in a community college Introductory Algebra course. The study addressed the lack of success that developmental mathematics students in a community college have in the Introductory Algebra course and in subsequent curriculum mathematics courses. Research suggests that the prevalent procedural-oriented instructional methodology used in most mathematics classrooms may be contributing to the lack of student success. The community college students (N = 140) in this study were enrolled in an Introductory Algebra course. The study investigated the relationships among the constructs self-regulation, students’ problem solving development, and instructional methods used in the Introductory Algebra course. A correlational design established the quantitative relationships among the constructs. The aim of this study was to heighten the awareness of both the cognitive and non-cognitive aspects of adult student learning, as well as, the importance of attending to the students’ conceptual understanding of mathematics.
"],"dc:identifier":["https://scholarworks.uno.edu/td/1547"],"dc:subject":["Adult education, mathematics, developmental education, community college, conceptual approach, algebra","Curriculum and Instruction","Education"],"dc:title":["A study of the impact of instructional approach on community college students’ problem solving and metacognitive abilities in the developmental mathematics course, Introductory Algebra"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T05:29:47Z"}