Instructional Selection of Active Learning and Traditional Courses Increases Student Achievement in College Mathematics
Instructional Selection of Active Learning and Traditional Courses Increases Student Achievement in College Mathematics
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主动学习和传统课程的教学选择可提高学生的大学数学成绩
DOI：
10.5539/jel.v7n5p11
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
A. Kurepa
中科院分区：
文献类型：
--
作者：
J. P. Roop;K. Edoh;A. Kurepa
在本文中，我们提出了一项研究的结果表明，在数学中占主导地位的代表性不足的群体更喜欢有一个选择的教学方法。我们使用差异化教学的概念来解释不同群体的学生如何使用各种教学技术表现得更好。我们的研究，这是基于学生的自我选择的传统或主动学习的课程部分，也提出了证据，使用不同的教学策略，在同一门课程的不同部分是最好的，只采用一种教学方法。此外，我们提出的证据表明，学生的教学选择提高学生的成绩在大学水平的数学课程。
In this paper, we present the results of a study indicating that groups predominantly underrepresented in mathematics prefer to have a choice of instructional method. We use the concept of differentiated instruction to explain how different groups of students might perform better using various instructional techniques. Our study, which is based on student self-selection of traditional or active learning sections of a course, also presents evidence that using different instructional strategies in different sections of the same course is preferable to adopting only a single instructional method. In addition, we present evidence that student instructional selection improves student achievement in college level mathematics courses.