The Effects of the Four-Step Problem-Solving Model on Algebra I Students' Mathematical Achievement and Opinions
Issue Date
2010-07-29Author
Cruce, Marae Michelle
Publisher
University of Kansas
Format
91 pages
Type
Thesis
Degree Level
M.S.Ed.
Discipline
Curriculum and Teaching
Rights
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
Metadata
Show full item recordAbstract
This study investigated the effects of experiences with a specific problem-solving model on students' ability to solve multi-step word problems and students' beliefs about problem solving. Algebra I students completed a test of the same 16 free response word problems and a beliefs survey before and two months after learning and using the problem-solving strategy. The overall and subscore means for the word problems post-test were higher than the pre-test means; the difference was statistically significant. Results showed that students' abilities to approach word problems improved; the data showed that the number of problems that scored two or less points on the four-point, grading rubric decreased. A Likert scale was used to gather quantitative data about four beliefs. The mean scores on the post-survey were equal to or slightly higher but not statistically significant. Responses to open-ended items on the post-survey indicated that students found the problem-solving strategy useful.
Collections
- Communication Studies Dissertations and Theses [275]
- Theses [3901]
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.