Keywords

announced quizzes, assessment, continuous assessment, cumulative assessment, multiple regression, predictor, project-based learning, quizzes, stepwise regression, student learning, undergraduate mathematics

Abstract

This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicts student learning (dependent upon posttest grades) in an undergraduate mathematics course. Participants included 117 university-level undergraduate freshmen enrolled in a course titled "Mathematics for Calculus". Initially, a multiple regression model was formulated to model the relationship between the predictor variables (the continuous assessment, cumulative assessment, and project scores) versus the outcome variable (the posttest scores). However, due to the possibility of multicollinearity present between the cumulative assessment predictor variable and the continuous assessment predictor variable, a stepwise regression model was implemented and caused the cumulative assessment predictor variable to be forced out of the resulting model, based on the results of statistical significance and hypothesis testing. The finalized stepwise regression model included continuous assessment scores and project scores as predictor variables of students' posttest scores with a 99% confidence level. Results indicated that ultimately the continuous assessment scores best predicted students' posttest scores.

Notes

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Graduation Date

2008

Advisor

Young, Cynthia

Degree

Master of Science (M.S.)

College

College of Sciences

Department

Mathematics

Degree Program

Mathematical Science

Format

application/pdf

Identifier

CFE0002432

URL

http://purl.fcla.edu/fcla/etd/CFE0002432

Language

English

Release Date

September 2009

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

Included in

Mathematics Commons

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