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Using Worked Examples with Active Learning in a Large Lecture College Algebra Course

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Title: Using Worked Examples with Active Learning in a Large Lecture College Algebra Course
Language: English
Authors: Miller, David Allan (ORCID 0000-0001-9469-9374), Schraeder, Matthew (ORCID 0000-0002-7107-0546)
Source: International Journal of Education in Mathematics, Science and Technology. 2022 10(1):1-23.
Availability: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Problem Solving, Active Learning, Teaching Methods, Large Group Instruction, College Mathematics, Algebra, Cognitive Processes, Difficulty Level, College Students, Prior Learning, Mathematics Achievement
ISSN: 2147-611X
Abstract: At a research university near the east coast, a college algebra class has been restructured into two large lectures a week, an active recitation size laboratory once a week, and an extra day devoted to active group work called Supplemental Practice (SP). SP was added as an extra day of class where the SP leader has students work in groups on a worksheet of examples and problems, based on worked example research, that were covered in the previous week's class material. Two sections of the course were randomly chosen to be the experimental group and the other section was the control group. The experimental group was given the SP worksheets and the control group was given a question-and-answer session. The experimental group significantly outperformed the control on a variety of components in the course, particularly in light of the number of days students attended SP.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1330395
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Using Worked Examples with Active Learning in a Large Lecture College Algebra Course
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  Data: <searchLink fieldCode="AR" term="%22Miller%2C+David+Allan%22">Miller, David Allan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9469-9374">0000-0001-9469-9374</externalLink>)<br /><searchLink fieldCode="AR" term="%22Schraeder%2C+Matthew%22">Schraeder, Matthew</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7107-0546">0000-0002-7107-0546</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+in+Mathematics%2C+Science+and+Technology%22"><i>International Journal of Education in Mathematics, Science and Technology</i></searchLink>. 2022 10(1):1-23.
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  Data: International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
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  Data: 24
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  Data: <searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Large+Group+Instruction%22">Large Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Mathematics%22">College Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink>
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  Data: 2147-611X
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  Data: At a research university near the east coast, a college algebra class has been restructured into two large lectures a week, an active recitation size laboratory once a week, and an extra day devoted to active group work called Supplemental Practice (SP). SP was added as an extra day of class where the SP leader has students work in groups on a worksheet of examples and problems, based on worked example research, that were covered in the previous week's class material. Two sections of the course were randomly chosen to be the experimental group and the other section was the control group. The experimental group was given the SP worksheets and the control group was given a question-and-answer session. The experimental group significantly outperformed the control on a variety of components in the course, particularly in light of the number of days students attended SP.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 1
    Subjects:
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Large Group Instruction
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Difficulty Level
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
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      – TitleFull: Using Worked Examples with Active Learning in a Large Lecture College Algebra Course
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            NameFull: Schraeder, Matthew
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              Y: 2022
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