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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
Language: English
Authors: Haider, Muhammad Qadeer (ORCID 0000-0002-5047-3573), Andrews-Larson, Christine (ORCID 0000-0001-7331-0817)
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
FullText Text:
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  Data: Examining Learning Outcomes of Inquiry-Oriented Instruction in Introductory Linear Algebra Classes
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  Data: <searchLink fieldCode="AR" term="%22Haider%2C+Muhammad+Qadeer%22">Haider, Muhammad Qadeer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5047-3573">0000-0002-5047-3573</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrews-Larson%2C+Christine%22">Andrews-Larson, Christine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7331-0817">0000-0001-7331-0817</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+in+Mathematics%2C+Science+and+Technology%22"><i>International Journal of Education in Mathematics, Science and Technology</i></searchLink>. 2022 10(2):341-359.
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  Data: 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
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  Data: 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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