Date of Award
Curriculum & Instruction
The purpose of this quasi-experimental study was to examine the cognitive, metacognitive, affective and instructional constructs that influence students’ problem solving development in a community college Introductory Algebra course. The study addressed the lack of success that developmental mathematics students in a community college have in the Introductory Algebra course and in subsequent curriculum mathematics courses. Research suggests that the prevalent procedural-oriented instructional methodology used in most mathematics classrooms may be contributing to the lack of student success. The community college students (N = 140) in this study were enrolled in an Introductory Algebra course. The study investigated the relationships among the constructs self-regulation, students’ problem solving development, and instructional methods used in the Introductory Algebra course. A correlational design established the quantitative relationships among the constructs. The aim of this study was to heighten the awareness of both the cognitive and non-cognitive aspects of adult student learning, as well as, the importance of attending to the students’ conceptual understanding of mathematics.
Landry, Sandra T., "A study of the impact of instructional approach on community college students’ problem solving and metacognitive abilities in the developmental mathematics course, Introductory Algebra" (2012). University of New Orleans Theses and Dissertations. 1547.