College for Professional Studies
Master of Education
School of Education and Counseling
Thesis - Open Access
Number of Pages
This study was an attempt to determine if a change in teaching methodology would have a positive effect on the outcome, as measured by a chapter test, of an algebra class. The research involved a pretest-posttest control group design of two sections of an eighth grade algebra class. The control group received the standard instructional practice, known as the "direct method", while the treatment group received the same "direct method" and additional "constructive" methodology in the form of manipulatives and group reading of the subject matter. No statistical difference was found between the means of the two classes on the posttest, therefore, it was concluded that the additional teaching methodology did not affect the student outcome.
Date of Award
© Kristina Tucky
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Tucky, Kristina L., "A comparison of two teaching methodologies in a middle school algebra classroom" (2006). All Regis University Theses. 284.