The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate Page: 3
The following text was automatically extracted from the image on this page using optical character recognition software:
in proportions from four independent groups were used to
test the hypotheses of the study. It was found that
classes administered required homework, several short
weekly quizzes, regular chapter tests, or just a
midsemester and final examination were not significantly
different at the .05 level in adjusted mean performance on
a final examination. These classes did not differ in
adjusted mean posttest attitude towards mathematics, but
they were significantly different in attrition rate. When
only comparing the in-class testing strategies (Homework
class omitted), the classes differed significantly in
adjusted mean posttest attitude with the Quiz class having
the most positive attitude. The Homework and Test class
were the only pair to differ significantly in attrition
rate with a student in the Test class three times as likely
to drop out. Required homework appears to improve
retention in a college algebra class.
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
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/m1/3/: accessed April 22, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .