LoboVault Home
 

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

LoboVault

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

Show simple item record

dc.contributor.author Oluwasanmi, Candace
dc.date.accessioned 2012-02-01T17:28:28Z
dc.date.available 2012-02-01T17:28:28Z
dc.date.issued 2012-02-01
dc.date.submitted December 2011
dc.identifier.uri http://hdl.handle.net/1928/17445
dc.description.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. en_US
dc.language.iso en_US en_US
dc.subject cooperative learning en_US
dc.subject.lcsh Group work in education--Psychological aspects--Mathematical models.
dc.subject.lcsh Algebra--Study and teaching (Higher)--Psychological aspects--Mathematical models.
dc.subject.lcsh Analysis of variance.
dc.subject.lcsh Logistic regression analysis.
dc.title Achievement, anxiety, self-concept and motivation among college algebra students within a cooperative learning structure en_US
dc.type Thesis en_US
dc.description.degree Mathematics en_US
dc.description.level Masters en_US
dc.description.department University of New Mexico. Dept. of Mathematics and Statistics en_US
dc.description.advisor Umland, Kristin
dc.description.committee-member Stone, Alexander
dc.description.committee-member Kauffman, Victoria


Files in this item

Files Size Format View
THESIS MANUSCRIPT FINAL DRAFT.pdf 1.116Mb PDF View/Open

This item appears in the following Collection(s)

Show simple item record

UNM Libraries

Search LoboVault


Advanced Search

Browse

My Account