Predictors of achievement in college algebra

Date of Publication

1997

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Mathematics

Subject Categories

Algebra

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Bee Ching U. Ong

Defense Panel Chair

Blessilda Raposa

Defense Panel Member

Leonor A. Ruivivar
Melecio C. Deauna
Filma Brawner
Narciso S. Erguiza, FSC

Abstract/Summary

The study focused on the best predictors of achievement in College Algebra using 333 freshmen students of the Central Luzon State University (CLSU). The criterion (dependent) variable was the achievement in College Algebra and the independent variables were student, parent, and school factors. The study was conducted for a period of one full semester (1st semester, SY 96-97), covering the whole syllabus of College Algebra in CLSU. Results showed that among selected student factors, attitude towards mathematics, College Admission Test (CAT) mathematics subscore, fourth year high school average grade and fourth year high school mathematics grade had significant and positive correlation with students' mathematics achievement. On the other hand, none of the parent factors was found to be correlated with students' mathematics achievement. However, among school factors, only the type of school curriculum had significant correlation with students' mathematics achievement. The best predictors of achievement in College Algebra were CAT mathematics performance and attitude towards mathematics.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG02670

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

171 leaves ; Computer print-out

Keywords

Algebra; Mathematical ability; Central Luzon State University--Students; Ability--Testing; Academic achievement

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