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Effects of writing to learn in pre-calculus mathematics on achievement and affective outcomes for students in a community college setting: a mixed methods approach

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dc.contributor.authorRay Parsons, Michelle, author
dc.contributor.authorGloeckner, Gene W., advisor
dc.contributor.authorKennedy, Paul A., advisor
dc.contributor.authorBanning, James H., committee member
dc.contributor.authorAragon, Antonette, committee member
dc.date.accessioned2007-01-03T05:43:16Z
dc.date.available2007-01-03T05:43:16Z
dc.date.issued2011
dc.description.abstractThe intent of this study was to explore an intervention, Writing to Learn, within a college level mathematics course and examine how Writing to Learn Mathematics as an assessment tool in Trigonometry relates to overall achievement and self-reflection with respect to learning mathematics. The purpose of this study was to provide empirical evidence and determine the effect such an intervention had on undergraduate students' academic achievement as well as their mathematic conceptual growth and metacognitive growth. This study employed a mixed method approach using a qualitative study design element with emphasis on template analysis and was supported with inferential statistics from a cross-over study design implemented in a concurrent and parallel format. The quantitative portion of the study examined differences in students' exam scores for the portion of the course where students experienced Writing to Learn Mathematics versus the portion of the course where students did not experienced Writing to Learn Mathematics to determine if writing had an effect on students' performance on exams. While the results from the quantitative portion of the study were not statistically significant, effect sizes indicated a small effect. Paralleling the quantitative phase, the qualitative portion of the study utilized an approach referred to as Template Analysis to reveal the nature of students' individual metacognitive functioning and changes that occurred during the course of this study as students utilized various writing activities which engaged students in individual reflective writing as part of the course. The initial, a priori, codes were modify, expanded, and revised to reveal three themes focused on metacognitive transformations: changes as a learner, reflections and writing, and value of writing. While there were inconsistencies between results due to different methodological approaches in data collection, information that may otherwise have been overlooked was available. The integration of results revealed many students made significant changes in approaches to learning and also made deep and meaningful conceptual connections as a result of Writing to Learn Mathematics. It also was apparent writing in mathematics and about mathematics encouraged students to reflect on what they were learning and facilitated meaningful connections about content and themselves as learners.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierRayParsons_colostate_0053A_10281.pdf
dc.identifier.urihttp://hdl.handle.net/10217/49856
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectadult education
dc.subjectalternative assessment
dc.subjectmathematics
dc.subjectmixed methods study
dc.subjectpre-calculus
dc.subjectwriting to learn
dc.titleEffects of writing to learn in pre-calculus mathematics on achievement and affective outcomes for students in a community college setting: a mixed methods approach
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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