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Achievement, anxiety, self-concept and motivation among college algebra students within a cooperative learning structure

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/17445

Achievement, anxiety, self-concept and motivation among college algebra students within a cooperative learning structure

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Title: Achievement, anxiety, self-concept and motivation among college algebra students within a cooperative learning structure
Author: Oluwasanmi, Candace
Advisor(s): Umland, Kristin
Committee Member(s): Stone, Alexander
Kauffman, Victoria
Department: University of New Mexico. Dept. of Mathematics and Statistics
Subject: cooperative learning
LC Subject(s): Group work in education--Psychological aspects--Mathematical models.
Algebra--Study and teaching (Higher)--Psychological aspects--Mathematical models.
Analysis of variance.
Logistic regression analysis.
Degree Level: Masters
Abstract: Cooperative learning methods have been shown to increase student achievement and social skills, therefore these methods have been promoted for the intervention of falling student achievement. This study was designed to examine the differences between a traditional lecture classroom structure and a cooperative learning structure in student achievement, anxiety, self-concept and motivation among College Algebra students. The sample is a convenience sample since participants were taken from pre-formed sections of College Algebra at a large urban university. This is a quantitative study, designed as a 2 × 2 factorial quasi-experiment. Using multivariate and univariate analysis of variance procedures, math achievement, anxiety, self-concept and motivation gains are examined. In addition, predictions about the target population’s probability of passing the course for both treatment and comparison groups are estimated using a logistic regression analysis.
Graduation Date: December 2011
URI: http://hdl.handle.net/1928/17445


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