The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate Page: 2
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Johnson, Charles w., The Association Between Testing
strategies and Performance in College Algebra, Attitude
Towards Mathematics, and Attrition Rate. Doctor of
philosophy (college Teaching/Mathematics), May, 1987, 168
pp., 13 tables, bibliography, 89 titles.
The purposes of the study were: (1) to determine the
effects of four testing strategies upon performance in
college algebra, attitude towards mathematics, and
attrition rate; (2) to determine the effects of two types
of frequent testing upon performance, attitude, and
attrition rate, (3) to determine the effects of different
frequencies of in-class testing upon performance, attitude,
and attrition rate; and (4) to draw conclusions which might
help in selecting testing methods for college algebra
classes. The sample to test the hypothesis regarding
attrition rate consisted of 168 students. Of the 168
students, 118 took a final examination and comprised the
sample to test the hypothesis regarding performance in
college algebra and attitude towards mathematics. The
subjects were distributed among four intact Math 121
college algebra classes taught at Louisiana State
University in Shreveport in the fall of 1986. The
instruments used were the Aiken-Dreger Revised Math
Attitude Scale and the Cooperative Mathematics Tests:
Arithmetic, Algebra II, and Algebra III. Analysis of
covariance and a test for the significance of differences
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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. (https://digital.library.unt.edu/ark:/67531/metadc330880/m1/2/: accessed April 19, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .