دورية أكاديمية
More than Math: On the Affective Domain in Developmental Mathematics
| العنوان: | More than Math: On the Affective Domain in Developmental Mathematics |
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| اللغة: | English |
| المؤلفون: | Guy, G. Michael, Cornick, Jonathan, Beckford, Ian |
| المصدر: | International Journal for the Scholarship of Teaching and Learning. Jul 2015 9(2). |
| الإتاحة: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| تاريخ النشر: | 2015 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Two Year Colleges Higher Education Postsecondary Education |
| Descriptors: | Urban Schools, Two Year College Students, Community Colleges, Developmental Studies Programs, Remedial Mathematics, Algebra, Affective Behavior, Student Characteristics, Student Surveys, Mathematics Tests, Correlation, Scores, Self Esteem, Student Attitudes, Student Motivation, Student Participation, Self Management, Statistical Analysis, At Risk Students, Least Squares Statistics, Regression (Statistics) |
| تدمد: | 1931-4744 |
| مستخلص: | Students at a large urban community college enrolled in fourteen sections of a developmental algebra class. While cognitive variables are often used to place students, affective characteristics may also influence their success. To explore the impact of affective variables, students took ACT's Engage survey measuring motivation, academic-related skills and social engagement, as well as the ATMI (Attitudes Toward Math Inventory) survey. Student performance on the course was measured by a common 25 question multiple choice final exam. Of the affective variables measured, ATMI Motivation was statistically significant in positive correlation with final exam score, and ATMI Confidence had a statistically significant negative correlation. More general measures of motivation and confidence were not significant suggesting a potential difference affective measures for mathematics learning. Longer term persistence models indicated ATMI Value of Mathematics and Engage Academic Discipline were positive predictors of success. |
| Abstractor: | As Provided |
| Number of References: | 24 |
| Entry Date: | 2017 |
| رقم الأكسشن: | EJ1134636 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1931-4744 |
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