1 / 20

Student Study Habits in Transitional Mathematics Courses

Student Study Habits in Transitional Mathematics Courses: Overview. Purpose of the StudyReview of the LiteratureMethodsResultsImplications. Purpose of the Study. To explore student study habitsWhere students studyIf they study in groupsHow long and when they studyWhat resources they use when

sophie
Télécharger la présentation

Student Study Habits in Transitional Mathematics Courses

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Student Study Habits in Transitional Mathematics Courses NADE Orlando, FL February 23, 2012 Ms. E. Annette Williams Dr. Linda M. Clark annette.williams@mtsu.edu linda.clark@mtsu.edu Middle Tennessee State University

    2. Student Study Habits in Transitional Mathematics Courses: Overview Purpose of the Study Review of the Literature Methods Results Implications

    3. Purpose of the Study To explore student study habits Where students study If they study in groups How long and when they study What resources they use when studying Textbook Math Lab Tutors If they take notes and how they organize them

    4. Literature Review Students generally study alone (Kuo, Hagie & Miller, 2004). Students lack self-efficacy and self-regulation (Hall & Ponton, 2005; Young & Ley, 2000). Students report spending less time studying in college than they expected to spend (Kuh, 2007). Homework collection increases study time (Cerrito & Levi, 1999). Students benefit from online homework (Kodippil & Senaratne , 2008). Retention is affected by engagement (Tinto, 1993; Graunke & Woosley, 2005).

    5. Methods Institutional Review Board approval obtained Participant Consent Forms completed Student Interviews completed three semesters In our offices Not a student-completed survey Student Study Journals kept one semester Recorded time spent on studying Completed in and out of class

    6. Interview Results 58 interviews were conducted 46 from Essentials of Mathematics 12 from Transitional College Algebra Grades A 15 B 23 C 14 F 6

More Related