PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2012
Portland, Oregon
Increasing Student Success in Intermediate Algebra through Collaborative Learning at a Diverse Urban Community College
Page: 2-310
There is evidence that cooperative learning can improve student outcomes, but much of the research has been focused on pre-college mathematics or college calculus-level mathematics and above. This project tests the hypothesis that a change from a lecture-based class to one incorporating scripted collaborative discovery-based projects would increase successful course completion and exam results in Intermediate Algebra and Trigonometry at a diverse urban community college. Twelve pairs of experimental and control sections were chosen so that each pair had the same instructor and assignments. Surveys, pre/post-tests, and success rates were used to assess intervention effectiveness. Statistical analysis suggests that the intervention had a significant effect on student success that was contingent upon a suitable period of instructor training and revision of course assignments. Increases in student exam scores of approximately two-thirds of a letter grade and a thirteen percentage point gain in successful course completion were obtained in experimental sections.