The Impact of -Real World- Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.Reportar como inadecuado


 The Impact of -Real World- Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.


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Type of Resource: text

Genre: Electronic Thesis or Dissertation

Date Created: Fall 2016

Date Issued: 2016

Publisher: Florida Atlantic University

Physical Form: pdf

Extent: 209 p.

Language(s): English

Abstract/Description: A report issued in 2012 by the United States Government Accountability Office(US Government Accountability Office, 2012) concluded that the United States is notproducing enough graduates in Science, Technology, Engineering, and Mathematics(STEM) to meet the demands of its economy. According to the National Center forEducational Statistics (2001), fewer than fifty percent of students nationally possess asolid command of mathematical content. This study tested whether the insertion ofAcademic Service Learning (ASL) into intermediate algebra courses improved students’performance, their motivation to learn the subject, and attitudes towards mathematicslearning. ASL is an educational strategy that integrates meaningful community servicewith instruction and reflection to enrich the learning experience, teach civicresponsibility, and strengthen communities (Duffy, Barrington, West, Heredia, & Barry,2011). The subjects in this study were thirty-four students enrolled in intermediatealgebra at a large public university in southeast Florida. The participant group consistedof fifteen students who completed the requirements of the ASL program and thecomparison group consisted of nineteen students who initially showed interest in theprogram but dropped out of the study early in the semester.Through a mixed method analysis, the study found that the proportion of studentswho passed the course in the ASL group was greater than the proportion of students inthe non-ASL group. Similarly, the mean final course grade in the ASL group was higherthan the mean final course grade in the non-ASL group.The results of the qualitative analyses showed that all the participants enjoyed theASL experience. In addition, some participants felt that the ASL project raised theirmotivation to learn mathematics and increased their competence in mathematics.However, both quantitative and qualitative analyses revealed that the students’participation in the ASL project did not affect their attitudes towards mathematicslearning. The study concluded that Academic Service Learning has the potential to helpimprove students’ success rates in developmental mathematics courses as well as increasetheir motivation to learn the subject.

Identifier: FA00004739 (IID)

Note(s): Includes bibliography.Dissertation (Ph.D.)--Florida Atlantic University, 2016.

Held by: Florida Atlantic University Digital Library

Sublocation: Boca Raton, Fla.

Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00004739

Restrictions on Access: All rights reserved by the source institution

Owner Institution: FAU



Autor: Toussaint, Mario J. , author Furner,Joseph M. Dr., Thesis advisor College of Education, Degree grantor

Fuente: http://fau.digital.flvc.org/islandora/object/fau%3A33962



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