The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate Page: 32
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of written examination. Only two research studies have
been located which consider a comparison of frequent
testing and homework (32, 40) and in both cases no
significant difference was found. The present study was
different from these two studies in that the frequent
testing and homework strategies were more nearly mutually
exclusive. Also, the subjects in the two groups were
equated with respect to variables not considered earlier.
Research on Attitude Towards Mathematics
Several investigations have dealt with analyzing the
causes of student difficulties with mathematics. Reports
from Weaver (50), Gough (22), and Poffenberger and Norton
(37) indicate a research interest in discovering what makes
students afraid of mathematics, especially when many of
these students make high grades in other subjects. Tulock
(48) investigated emotional blocks of mathematics students
and found that a series of steps can be taken by mathe-
matics teachers to alleviate such conditions. McCallon
and Brown (33) as well as Shaw and Wright (42) believe that
if the attitude of a person toward an object or concept can
be discerned, then this information can be used with other
variables in the context of the situation to predict and
explain reactions of the person to that object or concept.
Aiken (1, 2, 3, 4) conducted considerable research on
the association between mathematics attitudes and achievement
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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/m1/40/: accessed December 12, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .