An exploration of extra and classroom variables for three measures of college mathematics achievement

Abstract

This study was an exploration into the effects of four categories of extra-student variables: high school performance, demographic characteristics, Myers-Briggs personality preferences and mathematics attitudes on three measures of college mathematics achievement (a Problem-Solving Test, an Algebra Skills Final Examination and course grade for all seven classes of 175 undergraduate students taking Pre-Calculus I Fall semester 1993). High school performance explained the most variation for all measures of mathematics achievement. Demographic characteristics and mathematics attitudes do not significantly influence any measure of mathematics achievement. The Myers-Briggs Type Indicator (MBTI) preference Extravert versus Intraverts (E versus 1) was a significant predictor for the Problem-Solving Test; the Judging versus Perception a versus P) preference was a significant predictor for the Algebra Skills Final Examination, and both E versus I and J versus P were predictors for the course grade.

An experimental design was used to explore four classroom variables--3 class times, 2 instructional settings, MBTI E versus I and J versus P-- in six classes. Students taking 8:00 classes averaged 9 points lower than students taking 10:00 classes and 11 points lower than students taking 1:00 classes for all measures of mathematics achievement. There was no significant difference for the two instructional settings--cooperative learning or traditional lecture--for any measure of mathematics achievement. Students who were Introverted averaged 8 points higher on the Problem-Solving Test. Students who had the Judging preference averaged 11 points higher on the Algebra Skills Final Examination and 5 points higher for the course grade. There was a significant interaction (p<.01) for the Problem-Solving Test of class Time x instructional setting caused by the poor performance of the 8:00 Cooperative Learning class. The interaction of E versus I x J versus P or the EIJP learning styles was significant (p<.05) for the Algebra Skills Final Examination and course grade. The students with the IJ learning style averaged 13 to 20 points higher for scores on the Algebra Skills Final Examination and 11 points higher for scores on the course grade than students with the other three learning styles--EP, EJ and IP.