The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate Page: 52
This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided to UNT Digital Library by the UNT Libraries.
Extracted Text
The following text was automatically extracted from the image on this page using optical character recognition software:
52
Control Procedures
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.
Upcoming Pages
Here’s what’s next.
Search Inside
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/m1/60/?rotate=270: accessed April 23, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .