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Examining the Effect of Inquiry-Based Learning versus Traditional Lecture-Based Learning on Students' Achievement in College Algebra

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  • Author(s): Khasawneh, Elaina (ORCID Khasawneh, Elaina (ORCID 0000-0001-5353-6552); Hodge-Zickerman, Angie (ORCID Hodge-Zickerman, Angie (ORCID 0000-0002-2631-5145); York, Cindy S. (ORCID York, Cindy S. (ORCID 0000-0001-6295-7658); Smith, Thomas J. (ORCID Smith, Thomas J. (ORCID 0000-0003-1310-8742); Mayall, Hayley (ORCID Mayall, Hayley (ORCID 0000-0001-7149-7710)
  • Language:
    English
  • Source:
    International Electronic Journal of Mathematics Education. 2023 18(1).
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
    • Peer Reviewed:
      Y
    • Source:
      11
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Mathematics Instruction; College Mathematics; Algebra; Teaching Methods; Inquiry; Lecture Method; Mathematics Achievement; Black Colleges; Undergraduate Students
    • ISSN:
      1306-3030
    • Abstract:
      The focus of this study was to examine the effect of teaching based on inquiry-based learning versus traditional learning on mathematics achievement scores of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution. A college algebra course was chosen in this study due to the critical role it plays as a gateway for college completion and due to the generally high failure rate in college algebra. This study used a quasi-experimental design, with pre- and post-test to determine the effect of the instructional pedagogy on mathematics academic achievement of students. Analysis of covariance results from 41 students revealed, when controlling for college algebra readiness pre-test scores, students in the inquiry-based learning section showed significantly higher mathematics achievement post-test scores than in the traditional lecture section.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1379437