Date of Award

Summer 2018

Document Type

Master's Project

Degree Name

Master of Science in Education (MSEd)

Department

STEM and Professional Studies

Committee Director

Philip A. Reed

Committee Director

Michael Kosloski

Abstract

The problem of this study was to determine the relationship of supplemental instruction on the attitudes of college algebra students at a Southeastern university. The population for this study consisted of college algebra students enrolled in M102 and M103 courses in the Summer 2018 semester. While M102 and M103 cover the same material, M103 requires mandatory tutoring in addition to the classroom instruction. A survey of these students provided data on their attitudes toward mathematics at the beginning and end of their college algebra course. The first research question of this study asked to what extent attitudes differ, if at all, for students in college algebra courses with and without supplemental instruction. This question was examined using a two-sample t-test assuming equal variances and a Wilcoxon sign test. The results and conclusions of the study suggest supplemental instruction does not significantly impact the attitudes of college algebra students.

Comments

A Research Study Presented to the Faculty of Old Dominion University in Partial Fulfillment of the Requirement for the Degree of MASTER OF SCIENCE OCCUPATIONAL AND TECHNICAL STUDIES

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