The Impact of Active Learning Teaching Strategies in a Prescribed Mathematics Course

This study tested the differences between active learning teaching strategies and direct instruction teaching strategies. This study took place at Middle Tennessee State University in the University Studies Department of Mathematics. This study involved four course sections of MATH 1010K (Math for General Studies). The researcher (teacher), used cluster and convenience sampling to select two sections of MATH1010K to receive treatment (active learning teaching strategies). The quantitative quasi-experimental pre-test-post-test design was used to examine the impact of active learning teaching strategies in a prescribed mathematics course as compared to a control group of direct instruction. The current research was conducted in four phases and was completed in four weeks. Those phases were the following: pre-test, treatment, post-test, and attitude survey. The departmental exam was used as the pre-and post-test and the Attitudes Toward Mathematics Inventory (ATMI) was used as the attitudes toward mathematics survey. An independent samples t-test for independent groups was employed to determine if significant differences existed between active learning and direct instruction in student’s math performance in MATH 1010K. Statistical analyses indicated that there were no significant differences (p \u3e .05) between active learning and direct instruction on exam scores of students in Math 1010K. Also an independent samples t-test for the attitudes of students in MATH 1010K was conducted to determine if significant differences existed between active learning and direct instruction. There were statistically significant differences (p \u3c .05) for the following two questions: “can solve math without too much difficulty” and “like to avoid using math in college.