The Resource Evaluating the effectiveness of experiential learning with concrete-representational-abstract instructional technique in a college statistics and algebra course, by Thersa R. Westbrook, B.S

Evaluating the effectiveness of experiential learning with concrete-representational-abstract instructional technique in a college statistics and algebra course, by Thersa R. Westbrook, B.S

Label
Evaluating the effectiveness of experiential learning with concrete-representational-abstract instructional technique in a college statistics and algebra course
Title
Evaluating the effectiveness of experiential learning with concrete-representational-abstract instructional technique in a college statistics and algebra course
Statement of responsibility
by Thersa R. Westbrook, B.S
Creator
Contributor
Author
Thesis advisor
Subject
Language
eng
Summary
A student underprepared for college-level mathematics and requiring college algebra and statistics may need as many as three to six mathematics courses. College algebra is an at-risk course since it has a drop, fail, and withdrawal (DFW) rate of 40-60% (Adelman, 2004; Small, 2010). The study evaluated the effectiveness of a college algebra class where statistics is integrated into its curriculum, denoted CA/S course. The integration occurred through the author-developed experiential concrete-representational-abstract (E-CRA) instructional method, a derivative of the Kolb experiential learning model and the concrete-representational-abstract (CRA) instructional method (Kolb, 1984; Witzel, 2005). When learning new algebra and statistics topics, students brought in their own data or used real-world data, created and reflected on different representations of the data, learned the mathematics equations and functions that explain the data in the abstract stage, and then utilized mathematical modeling to further understand the data and use the model for prediction purposes. The variables, attitudes towards statistics, statistics self-efficacy, mathematics anxiety, algebra skills, statistical numeracy and reasoning skills, and persistence, were analyzed for the students in the CA/S course. Students in CA/S course (n=19) showed improved statistics self-efficacy, (p=.002), and statistical numeracy and reasoning skills, (p=.053), from the beginning to the end of the semester. When controlling for developmental mathematics, students in CA/S reported a stronger (i.e., practical significance p=.053) statistical self-efficacy than students in a comparable group who did not take CA/S. At the end of the study, CA/S students possessed two statistical numeracy and reasoning skills that were significantly stronger than the students in the comparable group (p=.032, p=.006). No statistical significance was found for the other research variables. The research found that the CA/S curriculum utilizing the E-CRA instructional method yield positive outcomes related to the affective domain of the CA/S students. Students' self-efficacy became significantly stronger, possibly contributing to the improvement of the students' abilities to perform statistical numeracy and reasoning skills. Lesson plans are included as well as suggestions for implementation and recommendations for future study
Cataloging source
TXI
Degree
Ph. D.
Dissertation year
2011.
Granting institution
Texas State University--San Marcos,
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • bibliography
  • theses
Label
Evaluating the effectiveness of experiential learning with concrete-representational-abstract instructional technique in a college statistics and algebra course, by Thersa R. Westbrook, B.S
Link
https://digital.library.txstate.edu/handle/10877/2406
Instantiates
Production
Copyright
Note
  • Vita
  • Appendices: leaves 103-286
  • Committee members: Selina Vásquez Mireles, chair ; Russell B. Hodges ; M. Alejandra Sorto ; Alexander White
Bibliography note
Includes bibliographical references (leaves 287-309)
Carrier category
  • volume
  • volume
Carrier category code
  • nc
  • nc
Carrier MARC source
  • rdacarrier
  • rdacarrier
Content category
  • text
  • text
Content type code
  • txt
  • txt
Content type MARC source
  • rdacontent
  • rdacontent
Control code
840491540
Dimensions
28 cm.
Extent
xiv, 309 leaves
Media category
  • unmediated
  • unmediated
Media MARC source
  • rdamedia
  • rdamedia
Media type code
  • n
  • n
Note
Library's copy 2 (University Archives).
Other physical details
illustrations
System control number
(OCoLC)840491540
Label
Evaluating the effectiveness of experiential learning with concrete-representational-abstract instructional technique in a college statistics and algebra course, by Thersa R. Westbrook, B.S
Link
https://digital.library.txstate.edu/handle/10877/2406
Production
Copyright
Note
  • Vita
  • Appendices: leaves 103-286
  • Committee members: Selina Vásquez Mireles, chair ; Russell B. Hodges ; M. Alejandra Sorto ; Alexander White
Bibliography note
Includes bibliographical references (leaves 287-309)
Carrier category
  • volume
  • volume
Carrier category code
  • nc
  • nc
Carrier MARC source
  • rdacarrier
  • rdacarrier
Content category
  • text
  • text
Content type code
  • txt
  • txt
Content type MARC source
  • rdacontent
  • rdacontent
Control code
840491540
Dimensions
28 cm.
Extent
xiv, 309 leaves
Media category
  • unmediated
  • unmediated
Media MARC source
  • rdamedia
  • rdamedia
Media type code
  • n
  • n
Note
Library's copy 2 (University Archives).
Other physical details
illustrations
System control number
(OCoLC)840491540

Library Locations

    • University ArchivesBorrow it
      601 University Drive, San Marcos, TX, 78666, US
      29.888873 -97.943078
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