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The Effects Of A Varied Method Of Instruction On Student Achievement, Transfer, Situational Interest, And Course Retention Rates In Community College Developmental Mathematics, Kevin L. Mccandless

Doctoral Dissertations

The purpose of this quasi-experimental study was to compare the effects of a varied method of instruction on student achievement, knowledge transfer, situational interest, and course retention rates, relative to a non-varied method of instruction, in community college developmental mathematics. The varied method of instruction consisted of active learning teaching practices with foundations in social constructivism, whereas the non-varied method of instruction was founded in Cognitive Load Theory and consisted primarily of explicit instruction and individual practice.

An initial sample of 139 students who enrolled in six sections of Beginning Algebra at an urban community college in Northern California participated …

The Effects Of Self-Regulated Learning Strategy Instruction And Structured-Diary Use On Students' Self-Regulated Learning Conduct And Academic Success In Online Community-College General Education Courses, Bianca Rowden Quince

Doctoral Dissertations

Student success in community-college online courses remains a topic of concern within higher-education research. Online courses offer flexibility and opportunities for students to learn anytime and anywhere. Students who are not prepared for the anytime-anywhere format struggle in online courses. As enrollment in online courses increases, the rate at which students persist through courses with satisfactory academic success is inconsistent. Effective ways to promote student success in online courses is an area that remains under-researched. Self-regulated learning has been shown to promote online student success by supporting student engagement, learning strategy use, and consistent evaluation of academic performance through instructional …