The Effectiveness of a Contextualized Developmental Course in Intermediate Algebra for Community College Students
The Effectiveness of a Contextualized Developmental Course in Intermediate Algebra for Community College Students
复制标题
社区大学生中级代数情境化发展课程的有效性
DOI：
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发表时间：
2020
影响因子：
1
通讯作者：
Karen Miller
中科院分区：
文献类型：
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作者：
Eva Skuratowicz;Serena Ota St. Clair;Rikki Pritzlaff;Cassandra Anderson;Michael R. Menefee;Karen Miller
摘要本文比较的有效性，语境化的发展中间代数更传统的发展中间代数的方法，为学生在两个社区大学校园位于太平洋西北部的两个县。我们评估了四个学生成果的有效性措施：通过代数的可能性，在随后的大学水平的统计等级，数学态度的变化，代数问题解决能力的变化。我们发现，总体而言，情境化课程的通过率明显高于传统课程，情境化课程促进了对数学的积极态度。总体而言，情境化课程在随后的大学统计学成绩和代数问题解决能力的提高方面略低于传统课程，但这些结果在统计学上不显著。此外，当在单独的分析中将少量的西班牙裔学生与大量的白色学生进行比较时，我们发现了一些明显的差异，尽管这些差异在我们的研究中只是暗示性的，但值得对大量的西班牙裔学生进行进一步的研究。
ABSTRACT This paper compares the effectiveness of contextualized developmental intermediate algebra to the more traditional developmental intermediate algebra approach, for students at two community college campuses located in two counties in the Pacific Northwest. We assessed four student outcome measures of effectiveness: likelihood of passing algebra, grade in subsequent college-level statistics, change in math attitudes, and change in algebra problem-solving proficiency. We find that, overall, the contextualized course had a significantly higher pass rate than the traditional course, and that the contextualized course promoted significantly more positive attitudes toward math. Overall, the contextualized course was slightly less effective than the traditional course with respect to grade in subsequent college-level statistics and to improvement in algebra problem-solving proficiency, but these results were not statistically significant. In addition, when the small number of Hispanic students was compared to the much larger number of White students in separate analyses, we found some marked differences which, while only suggestive in our study, merit further research with larger numbers of Hispanic students.