Examining the effect of inquiry-based learning versus traditional lecture-based learning on students’ achievement in college algebra
Elaina Khasawneh 1 * , Angie Hodge-Zickerman 2 , Cindy S. York 3 , Thomas J. Smith 3 , Hayley Mayall 3
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1 Department of Computing, Information, and Mathematics Sciences and Technologies, Chicago State University, Chicago, IL, USA2 Department of Mathematics and Statistics, Northern Arizona University, Flagstaff, AZ, USA3 Department of Educational Technology, Research and Assessment, Northern Illinois University, DeKalb, IL, USA* Corresponding Author

Abstract

The focus of this study was to examine the effect of teaching based on inquiry-based learning versus traditional learning on mathematics achievement scores of undergraduate students enrolled in a college algebra class in a university classified as a Predominantly Black Institution. A college algebra course was chosen in this study due to the critical role it plays as a gateway for college completion and due to the generally high failure rate in college algebra. This study used a quasi-experimental design, with pre- and post-test to determine the effect of the instructional pedagogy on mathematics academic achievement of students. Analysis of covariance results from 41 students revealed, when controlling for college algebra readiness pre-test scores, students in the inquiry-based learning section showed significantly higher mathematics achievement post-test scores than in the traditional lecture section.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2023, Volume 18, Issue 1, Article No: em0724

https://doi.org/10.29333/iejme/12715

Publication date: 01 Jan 2023

Online publication date: 12 Dec 2022

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