Author : Logan Edward Bourke
Publisher :
ISBN 13 :
Total Pages : 184 pages
Book Rating : 4.:/5 (984 download)
Book Synopsis The Effects of Problem-Based Learning on Standardized Test Achievement of Students Retaking Algebra 1 by : Logan Edward Bourke
Download or read book The Effects of Problem-Based Learning on Standardized Test Achievement of Students Retaking Algebra 1 written by Logan Edward Bourke and published by . This book was released on 2017 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine whether the frequent implementation of brief problem-based learning tasks improved the conceptual understanding, as measured by district-wide standardized assessments, of students who had failed and were repeating an Algebra 1 course. Prior to the start of this study, students from both the control and treatment groups completed an attitudinal survey to gauge their perceptions of school, the math classroom and their own mathematical ability. Two Algebra 1 units were then taught within the eight-week span of the study. During the first unit, students in the control group received direct instruction about how to solve a system of linear equations before completing a series of practice problems using their instructors work as a model. Students in the treatment group began each lesson of the first unit by completing a problem-based learning task before receiving the same direct instruction and practice problems as the control group. At the start of the second unit, the roles of the classes were switched. The previous control group completed problem-based learning tasks at the start of every lesson, while the previous treatment group no longer completed the tasks. Classroom observations were made throughout both units in order to record whether or not each student's efforts were productive. At the end of each unit of study, students from both groups took the same summative assessment. After taking the second unit assessment, students completed the attitudinal survey once again. Analysis of each student's performance on the unit assessments, the classroom observations, and the attitudinal survey data, determined if a significant gain in conceptual understanding had occurred in either class and if the learning environment created in each class was sufficient for such a gain to occur. The results of this study indicate that the frequent implementation of brief problem-based learning tasks did not improve the conceptual understanding of repeat Algebra 1 students.