Teaching College Algebra: A Comparison of Methods

This study was designed to include both quantitative and qualitative data, in order to ensure more valid and reliable findings. By gathering answers to the same question from different sources using a triangulation strategy, one enhances the chance of obtaining reliable and valid answers (Popham, 1993).

The quantitative elements of this study utilize a common quasi-experimental design. Students taught by traditional lecture and lab methods are considered to be the control group while students taught by computer-facilitated instruction are considered to be the experimental group. Both groups completed a test and a questionnaire before and after the semester of instruction. This pretest/posttest design allows the development of each group to be assessed and statistically compared to that of the other group.

Because the students in each section were self-selected through course regist

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ists of ten algebra problems of increasing difficulty. The pretest measures student understanding of the material covered in basic algebra: evaluating expressions, solving and graphing equations, simplifying expressions, factoring, and solving systems of equations. A panel of three mathematicians (all of whom had taught DEVM0106 or a similar course) examined and reviewed the content for validity and relevance. The test was considered to be valid in its ability to test students' knowledge and skills of basic algebra. The posttest reflecting post-instruction mathematics skills and knowledge was the final examination for the course, and was determined by the instructor. The postest measures student understanding of the material covered in basic algebra: evaluating expressions, solving and graphing equations, simplifying expressions, factoring, and solving systems of equations. The same examination was given to all participants. Procedures At the beginning of the semester, all subjects were given the mathematics achievement pretest reproduced in Appendix A. All students were given the test as a take-home test and given extra credit for returning the completed test. All were ensured that the test itself would not affect their grades
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