Date Approved

5-1-1995

Embargo Period

9-11-2016

Document Type

Thesis

Degree Name

M.A. in Mathematics Education

Department

Science, Technology, Engineering, Arts and Math Education

College

College of Education

First Advisor

Sooy, John

Subject(s)

Diaries--Authorship; Mathematics--Remedial education; Mathematics--Study and teaching

Disciplines

Science and Mathematics Education

Abstract

The purpose of this study was to measure academic achievement in a developmental mathematics class through the use of journal writing. Twenty-seven college level students were part of the experiment. Two classes of "Introduction to College Math" were used. Their age levels ranged from students who had just graduated from high school to returning adults in their fifties. A variety of ethnic groups were represented in both classes. The experimental group consisted of eighteen students who kept a journal on various mathematics topics. The control group consisted of nine students and they did not keep a journal. The academic achievement variable that was used for pretest scores was a mathematics skills test administered the first day of the semester. Posttest scores from the mathematics department final examination were used for comparison. T-test analysis was done on pretest scores, six chapter test scores and posttest scores. It was concluded that there was no significant change in the mean level of achievement between the experimental group and the control group.

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