Examining Learning Outcomes of Inquiry-Oriented Instruction in Introductory Linear Algebra Classes

Autor/inn/en	Haider, Muhammad Qadeer; Andrews-Larson, Christine
Titel	Examining Learning Outcomes of Inquiry-Oriented Instruction in Introductory Linear Algebra Classes
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 10 (2022) 2, S.341-359 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Haider, Muhammad Qadeer) ORCID (Andrews-Larson, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Outcomes of Education; Inquiry; Active Learning; Algebra; Introductory Courses; Instructional Effectiveness; Teaching Methods; College Students + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Aktives Lernen; Einführungskurs; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent
Abstract	This study evaluates the effectiveness of inquiry-oriented instruction in introductory linear algebra classes by comparing the performance of students who learned introductory linear algebra concepts in inquiry-oriented settings (TIMES students) with the students who attended other linear algebra classes (Non-TIMES students). We used the assessment data from 461 students (271 TIMES and 190 Non-TIMES students) which were collected from 19 linear algebra classes at 15 institutes across the country. The linear algebra assessment was given as a post-test to all students, and TIMES students performed significantly better than Non-TIMES students. Overall, the difference in the performance of both groups was statistically significant in the entire assessment, procedural subscale, and conceptual scale of the assessment. In a pair-wise comparison of TIMES and Non-TIMES classes, only those TIMES classes performed significantly better than the Non-TIMES classes on the linear algebra assessment where instructors have more experience with inquiry-oriented teaching. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01