M.A. in Mathematics Education
Science, Technology, Engineering, Arts and Math Education
College of Education
Diaries--Authorship; Mathematics--Study and teaching (Secondary)
Science and Mathematics Education
The purpose of this study was to determine if there was a significant difference in the level of academic achievement in responding to open-ended questions between those students who wrote in journals and those who did not write in journals, in an Integrated Mathematics I class.
The sample consisted of thirty-three students from two Integrated Mathematics I classes; there were eighteen students who wrote in journals (the experimental group) and fifteen students who did not write in journals (the control group.) Integrated Mathematics I is a course designed for ninth grade non-college-bound students, where emphasis is placed on skills necessary for successful completion of the New Jersey High School Proficiency Test. Achievement tests containing open-ended questions were administered to both groups prior to and following the experiment. An independent t-test was performed to see if there was any significant difference in the level of academic achievement in responding to open-ended questions.
The study indicated that there was no significant difference in academic achievement between those students who wrote in journals and those who did not write in journals.
LaMarra, Jane, "The effects of journal writing on academic achievement in high school Integrated Mathematics I" (1996). Theses and Dissertations. 2181.