Year: 2004
Type: article
Abstract: This applied dissertation was designed to enable 11th and 12th grade students to perform at the state-mandated levels of proficiency in basic skills in mathematics on the state exit exam. Students who were repeating the test did not meet standards on the mathematics subtest after multiple attempts, did not meet the predetermined passing score on an in class achievement test in mathematics, and obtained classroom grades, in mathematics, below the 75% mark. In addition, based on teacher observation, high school students did not demonstrate sufficient motivation to master grade-level basic skills concepts in mathematics. The writer developed a program using constructivist pedagogy to address the issues associated with below proficiency scores in basic skills in mathematics on the state exit exam. Topics focused on collaborative learning, cooperative learning, and computer assisted instruction for a 16-week period. Students used peer-assisted instruction each Tuesday of the program, cooperative groups once a month, and computer-assisted instruction each Thursday of the program. Furthermore, a self-made questionnaire was administered at the end of the program to determine if students prefer the peer-assisted learning approach and to determine their attitude towards learning mathematics using constructivist-learning methods. An analysis of the data revealed that students enjoyed using constructivist methods to learn and posttest scores improved over pretest scores. However, classroom grades were not significantly changed and classroom attitudes about math were not affected.
Author: Kimberly L. Neal
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2124511130