Examining the effect of inquiry-based learning versus traditional lecture-based learning on students’ achievement in college algebra

Elaina Khasawneh, Angie Hodge-Zickerman, Cindy S. York, Thomas J. Smith, Hayley Mayall

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The focus of this study was to examine the effect of teaching based on inquiry-based learning versus traditional learning on mathematics achievement scores of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution. A college algebra course was chosen in this study due to the critical role it plays as a gateway for college completion and due to the generally high failure rate in college algebra. This study used a quasi-experimental design, with pre-and post-test to determine the effect of the instructional pedagogy on mathematics academic achievement of students. Analysis of covariance results from 41 students revealed, when controlling for college algebra readiness pre-test scores, students in the inquiry-based learning section showed significantly higher mathematics achievement post-test scores than in the traditional lecture section.

Original languageEnglish (US)
Article numberem0724
JournalInternational Electronic Journal of Mathematics Education
Volume18
Issue number1
DOIs
StatePublished - Feb 2023

Keywords

  • college algebra
  • inquiry-based learning
  • lecture-based learning
  • mathematics achievement
  • mathematics education
  • student-centered pedagogy

ASJC Scopus subject areas

  • General Mathematics
  • Education

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