No statistically significant differences in conceptual understanding, procedural application, near transfer, far transfer, or course retention rates were obtained between the varied and non-varied classes while controlling for individual differences. Conceptual understanding and procedural application were assessed three times throughout the study, whereas the remaining variables were measured after eight weeks of instruction. The dependent variables were conceptual understanding, procedural application near transfer, far transfer, situational interest, and course retention rates. Additionally, students were assessed on the following entry characteristics: preferences for working in groups, personal interest in mathematics, reasoning ability, verbal ability, and prior mathematics knowledge. As such, the six sections were divided equally among three instructors, with each instructor teaching one varied class and one non-varied class. Given the quasi-experimental nature of the study, considerable effort was taken to control for school, teacher, student, and curriculum implementation variables. 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.Īn initial sample of 139 students who enrolled in six sections of Beginning Algebra at an urban community college in Northern California participated in the study.
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.
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