Examining the Effect of Inquiry-Based Learning versus Traditional Lecture-Based Learning on Students' Achievement in College Algebra

Autor/inn/en	Khasawneh, Elaina; Hodge-Zickerman, Angie; York, Cindy S.; Smith, Thomas J.; Mayall, Hayley
Titel	Examining the Effect of Inquiry-Based Learning versus Traditional Lecture-Based Learning on Students' Achievement in College Algebra
Quelle	In: International Electronic Journal of Mathematics Education, 18 (2023) 1, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Khasawneh, Elaina) ORCID (Hodge-Zickerman, Angie) ORCID (York, Cindy S.) ORCID (Smith, Thomas J.) ORCID (Mayall, Hayley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; College Mathematics; Algebra; Teaching Methods; Inquiry; Lecture Method; Mathematics Achievement; Black Colleges; Undergraduate Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The focus of this study was to examine the effect of teaching based on inquiry-based learning versus traditional learning on mathematics achievement scores of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution. A college algebra course was chosen in this study due to the critical role it plays as a gateway for college completion and due to the generally high failure rate in college algebra. This study used a quasi-experimental design, with pre- and post-test to determine the effect of the instructional pedagogy on mathematics academic achievement of students. Analysis of covariance results from 41 students revealed, when controlling for college algebra readiness pre-test scores, students in the inquiry-based learning section showed significantly higher mathematics achievement post-test scores than in the traditional lecture section. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01