Title page for ETD etd-06062008-164834
|Type of Document
||Jamison, Margaret Godwin
||An exploration of extra and classroom variables for three measures of college mathematics achievement
||Educational Research and Evaluation
|Fortune, Jimmie C.
|Burton, John K.
|Koball, Elizabeth H.
|Siegel, Paul B.
- Myers-Briggs Type Indicator
|Date of Defense
This study was an exploration into the effects of four categories of extra-student
variables: high school performance, demographic characteristics, Myers-Briggs
personality preferences and mathematics attitudes on three measures of
college mathematics achievement (a Problem-Solving Test, an Algebra Skills
Final Examination and course grade for all seven classes of 175 undergraduate
students taking Pre-Calculus I Fall semester 1993). High school performance
explained the most variation for all measures of mathematics achievement.
Demographic characteristics and mathematics attitudes do not significantly
influence any measure of mathematics achievement. The Myers-Briggs Type
Indicator (MBTI) preference Extravert versus Intraverts (E versus 1) was a
significant predictor for the Problem-Solving Test; the Judging versus Perception
a versus P) preference was a significant predictor for the Algebra Skills Final
Examination, and both E versus I and J versus P were predictors for the course
An experimental design was used to explore £Our classroom variables--3
class times, 2 instructional settings, MBTI E versus I and J versus P-- in six
classes. Students taking 8:00 classes averaged 9 points lower than students
taking 10:00 classes and 11 points lower than students taking 1:00 classes for all
measures of mathematics achievement. There was no significant difference for
the two instructional settings--cooperative learning or traditional lecture-- for
any measure of mathematics achievement. Students who were Introverted
averaged 8 points higher on the Problem-Solving Test. Students who had the
Judging preference averaged 11 points higher on the Algebra Skills Final
Examination and 5 points higher for the course grade. There was a significant
interaction (p<.Ol) for the Problem-Solving Test of class Time x instructional
setting caused by the poor performance of the 8:00 Cooperative Learning class.
The interaction of E versus I x J versus P or the EIJP learning styles was
significant (p<.05) for the Algebra Skills Final Examination and course grade.
The students with the IJ learning style averaged 13 to 20 points higher for scores
on the Algebra Skills Final Examination and 11 points higher for scores on the
course grade than students with the other three learning styles--EP, EJ and IP.
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