The role of frequency and cross-ability peer tutoring on student performance in a collegiate, developmental mathematics classroom
| dc.contributor.author | Dame, Nadine Filosi, author | |
| dc.contributor.author | Gloeckner, Gene W., advisor | |
| dc.contributor.author | Kennedy, Paul A., advisor | |
| dc.contributor.author | Kaminski, Karen, committee member | |
| dc.contributor.author | Chappell, Kelly, committee member | |
| dc.date.accessioned | 2007-01-03T08:09:45Z | |
| dc.date.available | 2007-01-03T08:09:45Z | |
| dc.date.issued | 2012 | |
| dc.description.abstract | This study examines the differences between spacing of instruction and the classroom involvement of a cross-ability peer tutor on mathematical achievement in a developmental mathematics course. Grounded in spacing effect theory, this study examines how variations in the frequency of instruction affect student learning. The study consists of two segments conducted sequentially, specifically a quantitative analysis that was further supported by a qualitative inquiry. Results of the strong quasi-experimental study show that the mathematical achievement of students whose class met once per week for two hours was significantly lower than those students whose class met for one hour, twice per week. Through the use of student panel interviews, an interview with the cross-ability peer tutor and another with the faculty member, the qualitative findings suggest that many students may prefer the convenience of condensed class schedules that minimize their time spent on campus. For students enrolled in a developmental mathematics program at the collegiate level, these condensed scheduling options, however, may sacrifice learning for convenience. | |
| dc.format.medium | born digital | |
| dc.format.medium | doctoral dissertations | |
| dc.identifier | Dame_colostate_0053A_10893.pdf | |
| dc.identifier | ETDF2012400231EDUC | |
| dc.identifier.uri | http://hdl.handle.net/10217/67427 | |
| dc.language | English | |
| dc.language.iso | eng | |
| dc.publisher | Colorado State University. Libraries | |
| dc.relation.ispartof | 2000-2019 | |
| dc.rights | Copyright 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.subject | frequency | |
| dc.subject | spacing theory | |
| dc.title | The role of frequency and cross-ability peer tutoring on student performance in a collegiate, developmental mathematics classroom | |
| dc.type | Text | |
| dcterms.rights.dpla | This 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.discipline | Education | |
| thesis.degree.grantor | Colorado State University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy (Ph.D.) |
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