The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate Page: 8
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used to discuss principles which Thorndike thought to be
somewhat less important than the major laws of readiness,
exercise, and effect. The total attitude or "set" of an
organism guides its learning. Attitude determines what
will annoy or satisfy a person as well as what he will do.
For example, a more ambitious student will be annoyed by
results which the average, uninspired student would cherish.
The hypotheses related to attitude will be checked with
this theory as a guide.
A college algebra student appears to perceive "in-
class" examinations (quizzes or tests) as tension-producing.
Hometests or homework assignments, while required, probably
produce less tension than in-class tests. A major premise
of this study is that repeated in-class quizzes, short in
length, will produce more internal tension than required
homework. The student will strive to relieve this tension
with extra effort which should lead to a significantly
higher performance on the final examination as well as a
significantly higher posttest attitude score. The theo-
retical framework used to model this premise will be Kurt
Lewin's field theory (6, 15). This study checked the
proposition that higher tension in a student's life space
produces more internal motivation to reduce that tension.
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Johnson, Charles W. (Charles Windle). The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate, dissertation, May 1987; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc330880/m1/16/: accessed February 18, 2019), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .