Impact of Inquiry-Based Teaching on Student Attitude toward Mathematics
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Large Midwest university faculty members proposed the Science and Technology Enhancement Program Project (STEP) to improve students’ learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students’ attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The survey measuring students’ attitudes toward mathematics were obtained for both groups of students. The inquiry-based teaching affected students’ attitudes toward mathematics (p < 0.07, ES = 3.07). Especially, students who had preexisting low attitudes toward mathematics were significantly affected by treatment (p < 0.02, ES = 0.02), while the treatment positively affected African American students overall at p < 0.08 (ES = 0.58).
Abstract
Large Midwest university faculty members proposed the Science and Technology Enhancement Program Project (STEP) to improve students’ learning in the secondary mathematics classroom using modules of inquiry-based teaching. The purpose of this study was to determine the impact of the STEP Project on students’ attitude toward mathematics. Hierarchical linear models (HLM) were used to evaluate the impact of the STEP Project. The sample group for the study was 130 ninth grade students enrolled in Integrated Algebra I in a large urban school district. The school was one of eight secondary schools that participated in the STEP Project. The classes in the treatment group were three of five classes ordered in terms of the highest, middle, and lowest mean GPA. The control group consisted of two other middle GPA classes. The classes had an average of 25 students. Teachers who previously had been involved in the STEP Project taught all treatment and control classes. The inquiry-based teaching activities provided by the project were confined to the treatment classes. The survey measuring students’ attitudes toward mathematics were obtained for both groups of students. The inquiry-based teaching affected students’ attitudes toward mathematics (p < 0.07, ES = 3.07). Especially, students who had preexisting low attitudes toward mathematics were significantly affected by treatment (p < 0.02, ES = 0.02), while the treatment positively affected African American students overall at p < 0.08 (ES = 0.58).
참고문헌 (23)
- Boaler, J., "Open and closed mathematics: Student experiences and understandings", Journal for Research in Mathematics, 29(1), pp.41~62 (1998)
- Cohen, J., "Statistical power analysis for the behavioral sciences (2nd ed.)" (1988), Lawrence Erlbaum Associates
- Duffy, T., "Constructivism: Implication for the design and delivery of instruction. in: Handbook of research for educational communications and technology", pp.170~195 (1996), Macmillan
- Fennema, E., "Sex-related differences in mathematics achievement, spatial visualization and affective factors", American Education Research Journal, 14(1), pp.51~71 (1977)
- Fennema, E., "Sex-related differences in mathematics achievement, spatial visualization and affective factors. in: Classics in mathematics education research", pp.27~39 (2004), NCTM
- Gersten, R., "Direct instruction and diversity", pp.1999, Merrill
- Hair, J. F., "Multivariate data analysis (5th ed.)", pp.1998, Merrill
- Martin, R., "Teaching science for all children" (1997), Allyn and Bacon
- McNair, R. E., "Life outside the mathematics classroom: Implications for mathematics teaching reform", Urban Education, 34(5), pp.550~570 (2000)
- Mertler, C. A., "Advanced and multivariate statistical methods" (2001), Pyrczak Publishing
- "The nation’s report card"[URL]
- "Principles and standards for school mathematics"[URL]
- Papanastasiou, C., "Effects of attitudes and beliefs on mathematics achievement", Studies in Educational Evaluation, 26(1), pp.27~42 (2000)
- Portal, J., "Improving high school students’ mathematics achievement through the use of motivational strategies" (2001), Saint Xavier University
- Raudenbush, S. W., "Raudenbush: Applications and data analysis methods (2nd ed.)" (2002), Sage Publications
- Silver, E. A., "The QUASAR project: The “revolution of the possible” in mathematics instructional reform in urban middle schools", Urban Education, 30(4), pp.476~521 (1996)
- Slavin, R., "Roots and wings: Inspiring academic excellence", Educational Leadership, 52, pp.10~14 (1994)
- "A study of attitude toward mathematics and its relationship to ethnicity and gender"[URL]
- Tapia, M., "Effect of gender, achievement in mathematics, and ethnicity on attitudes toward mathematics", Paper presented at the Annual Meeting of the Mid-South Educational Research Association (2000)
- Tymms, P., "The first year at school: A quantitative investiga-tion of the attainment and progress of pupils", Educational Research and Evaluation, 3(2), pp.101~118 (1997)
- Veenman, S., "Perceived problems of beginning teachers", Review of Educational Research, 54(2), pp.143~178 (1984)
- Walker, E. N., "Students’ voices: African Americans and mathematics. in: Multicultural and gender equity in the mathematics class-room: The gift of diversity", pp.71~80 (1997), National Council of Teachers of Mathe-matics
- Zahorik, J., "Elementary and secondary teachers’ reports of how they make learning interesting", The Elementary School Journal, 96(5), pp.551~564 (1996)