Conceptual instruction in developmental algebra and its effect on student achievement and affect

The primary purpose of this research was to investigate differences in achievement of students of developmental algebra who received two different methods of instruction. The method of instruction for the experimental group was conceptual instruction; the method of instruction for the control group was procedural instruction. A secondary purpose of the research was to investigate the link between method of instruction and two affective issues: self confidence in learning mathematics and effectance motivation. The sample for the study consisted of 65 community college students (36 students in the experimental classes and 29 in the control classes). The experimental period of instruction was four weeks in length, 5 hours per week. Post-instruction achievement was measured at the end of approximately two weeks of instruction and again at the end of four weeks of instruction. Each content test consisted of two subtests: (a) a skill-based test and (b) a transfer of knowledge test. The Assessment and Placement Test (APT) was given as the pretest. ANCOVAs using the APT score as the covariate showed that there was no statistically significant difference in the post-test scores of the students from the two groups. In addition, a t-test did not indicate statistically significant differences between groups for either of the two affective variables. For these two particular groups of community college developmental algebra students who were taught by alternative means for a four-week period, instructional style did not affect posttest scores. Additionally, method of instruction for these two groups did not have a bearing on the affective measures