The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate Page: 52
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Four Math 121 classes were assigned to the four types
of testing strategy (independent variable levels) using a
table of random numbers. In an attempt to control for
variations in teaching style, and time of class, all four
classes were taught in morning sessions by the same teacher
using a traditional and conventional lecture-problem-solving
classroom procedure. All classes were told that homework
is necessary in the course, and that attendance is
mandatory. Excused absences were accepted and all work
missed was made up by the student.
All four classes were given an objective midsemester
and final examination. The midsemester examination was a
multiple choice examination prepared by the instructor. It
covered all the material through half of the semester:
approximately seven weeks. This test counted 50 percent
pf the final course grade for the students in the control
class and 25 percent of the course grade in each of the
other three classes. The final examination was the CMTIII.
This test counted 50 percent of the final course grade for
the students in the control class and 25 percent for the
students in each of the other three classes. The final
examination measured one of the three criterion variables
in this study: performance in college algebra.
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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/m1/60/: accessed December 17, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .