The influence of applied mathematics problems on the achievement and attitude of community college vocational students Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/b5644t774

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  • Purpose of the Study: The purpose of this study was to analyze, in the mathematics classrooms, career-oriented verbal mathematics problems on the achievement and attitude of the vocational mathematics student. These career-oriented mathematics problems, used as advanced organizers, were contrasted with mathematics word problems of a more abstract and generalized nature to test the effectiveness of a learning paradigm which was built upon the needs and interests of the community college student. Procedure: One instructor was selected from each of three randomly selected community colleges to teach both a class which utilized career-oriented mathematics word problems and a class which presented word problems of a more generalized and abstract nature. Both sets of problems were selected through a modified Delphi Technique which utilized a panel of experts. A two-factor nested design coupled with analysis of covariance was used in computing the statistics. The pretest was used as the covariant. Two instruments, the Dutton Attitude Scale and the Guilford-Zimmerman General Reasoning Exam, were used for both the pretest and posttests at each of the schools. Conclusions: Career-oriented mathematics verbal problems used as advanced organizers have the potential of improving students' attitudes toward vocational mathematics. Career-oriented mathematics verbal problems used as advanced organizers have the potential of improving students' achievement in vocational mathematics. The students at one community college who were sampled during fall term appeared to be equivalent to the winter term students as measured by achievement test means, attitude scale means, and student age means. Suggestions for Further Study: 1. This study should be replicated using career-oriented mathematics verbal problems aimed at the individual student's career goals. 2. The present study should be replicated using the same design to ascertain if another randomly selected group of community colleges would produce similar conclusions. 3. This study should be replicated at the high school level to determine the effect of career-oriented mathematics verbal problems at that level. 4. A similar study should be conducted with community college students to ascertain if problem density has an effect on their achievement and attitudes tpward career-oriented mathematics problems. 5. A. learning paradigm should be investigated which utilizes career-oriented verbal mathematics problems as advanced organizers. These problem sets should precede the core mathematics content. In addition, verbal problems of a more generalized and abstract nature should be used to encourage students to generalize their mathematics learning.
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