Date of Award

Winter 12-15-2012

Degree Type

Dissertation

Degree Name

Ph.D.

Degree Program

Curriculum & Instruction

Major Professor

Dr. Germain-McCarthy

Second Advisor

Dr. Janz

Third Advisor

Dr. Thoreson

Fourth Advisor

Dr. Speaker

Abstract

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.

Rights

The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.

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