The influence of vocationally-oriented applications on the achievement and attitude of community college algebra students Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/dz010t78b

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  • The purpose of this study was to analyze the effect of the use of vocationally - oriented applications on the achievement and attitude of community college beginning algebra students. The applications were chosen to be representative of problems encountered in a variety of occupations. They were in contrast to the more abstract and generalized applications typically found in beginning (firstyear) algebra texts. Procedure The study was conducted at four randomly selected Oregon community colleges. At each college the same instructor taught the control and experimental classes. The experimental classes received vocationally-oriented applications while the control classes received applications typical of those traditionally found in beginning algebra texts. To test the effect of varying the number of vocationally-oriented applications received on student achievement and attitude, two additional experimental groups were established at one of the colleges. Students in all groups were pretested and posttested with Part II (General Reasoning) of the Guilford- Zimmerman Aptitude Survey and with Dutton's Attitude Scale. The differences between the pretest and posttest scores were calculated for each student and analyzed. Findings The data from a random sample of 20 students from each school, 10 from the experimental and 10 from the control group, were analyzed. Using analysis of variance, it was found there was no significant difference between the achievement and attitude of the control and experimental groups. At only two of the four schools, the achievement of the experimental group was greater than the achievement of the control group. None of these differences were found to be statistically significant. Applying regression analysis to a sample of 53 students, it was found that varying the number of vocationally- oriented applications used failed to significantly affect achievement or attitude.
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