Selected algebra competencies of high school students completing applied mathematics courses and those completing a traditional algebra course.

摘要

The purpose of this study was to ascertain the achievement level on selected algebra competencies by high school students who had completed an Applied Mathematics II course and students who had completed a traditional Algebra I course. The study involved 14 classes of Applied Mathematics II students and 24 classes of Algebra I students from the Lee County, Opelika City, and Phenix City school systems in the state of Alabama.; One hundred and sixty-seven students who completed the Applied Mathematics I and II course and 340 students who completed the Algebra I course were administered a 36-item Algebra I competency examination during the final two weeks of the 1996-1997 school year. Students' pre-existing mathematics comprehension was measured by the Stanford Achievement Test (SAT) mathematics subtest during each participant's eighth-grade year. The data were statistically analyzed using two-tailed t-tests.; Results from the statistical analysis indicated that no statistically significant difference existed prior to students' enrollment in the Applied Mathematics II and Algebra I courses based on the mean percentile scores for both groups. A statistically significant difference between scores for the Applied Mathematics II and Algebra I groups was revealed by statistical analysis of the mean percentile scores obtained on an Algebra I competency examination. The mean percentile score for students completing the Applied Mathematics II course was statistically significantly higher than the mean percentile score of students completing the Algebra I course.; A significant conclusion based on the results of this study was that students who completed the Applied Mathematics II course attained a higher level of selected algebra competencies than students who completed a traditional Algebra I course as measured by the 1993 Algebra I Exit Exam. The Applied Mathematics I and II course sequence may provide the algebraic foundation needed to successfully prepare vocational education students for higher level mathematics courses such as Algebra II, trigonometry, pre-calculus, and calculus.