Examining Learning Outcomes of Inquiry-Oriented Instruction in Introductory Linear Algebra Classes
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| Title: | Examining Learning Outcomes of Inquiry-Oriented Instruction in Introductory Linear Algebra Classes |
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| Language: | English |
| Authors: | Haider, Muhammad Qadeer (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2022 10(2):341-359. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1431393 1431595 1341641 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Outcomes of Education, Inquiry, Active Learning, Algebra, Introductory Courses, Instructional Effectiveness, Teaching Methods, College Students |
| ISSN: | 2147-611X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1340212 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2147-611X |
