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dc.contributor.authorOluwasanmi, Candace
dc.date.accessioned2012-02-01T17:28:28Z
dc.date.available2012-02-01T17:28:28Z
dc.date.issued2012-02-01
dc.date.submittedDecember 2011
dc.identifier.urihttp://hdl.handle.net/1928/17445
dc.description.abstractCooperative 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.en_US
dc.language.isoen_USen_US
dc.subjectcooperative learningen_US
dc.subject.lcshGroup work in education--Psychological aspects--Mathematical models.
dc.subject.lcshAlgebra--Study and teaching (Higher)--Psychological aspects--Mathematical models.
dc.subject.lcshAnalysis of variance.
dc.subject.lcshLogistic regression analysis.
dc.titleAchievement, anxiety, self-concept and motivation among college algebra students within a cooperative learning structureen_US
dc.typeThesisen_US
dc.description.degreeMathematicsen_US
dc.description.levelMastersen_US
dc.description.departmentUniversity of New Mexico. Dept. of Mathematics and Statisticsen_US
dc.description.advisorUmland, Kristin
dc.description.committee-memberStone, Alexander
dc.description.committee-memberKauffman, Victoria


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