A comparison of an audio-tutorial approach and the traditional lecture-discussion approach to the teaching of remedial algebra in a junior college setting



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The purpose of this study was to investigate effects of an audio-tutorial approach to instruction on attrition rate, achievement, and attitude of the remedial algebra student in a junior college setting. Three groups of junior college remedial algebra students were involved in the investigation. One group was taught by an audio-tutorial approach to instruction while the other two groups were taught by the traditional lecture-discussion method of instruction. The students exposed to the audio-tutorial method of presentation used a semi-programmed textbook correlated with audio-taped lectures which were available in cassettes. The students used the taped lectures in the media center in an unsupervised setting, with amount of time spent on tapes left up to the discretion of the individual student. Regular class meetings were scheduled for examination purposes only. The supervision, although minimal, was provided by the experimenter. The remaining two groups of students, who were taught by the traditional lecture-discussion method of instruction, used a standard textbook with exercises for problem-solving provided at the end of each unit. The experimenter served as instructor for one of these groups which was composed of two classes. Each of the four classes composing the other group had a different instructor. In-class activities revolved around a lecture and accompanying chalkboard illustrations by the instructor. Pretest and posttest measures of attitude and achievement were obtained from the three groups at the beginning and end of the experimental program. These data, along with information from student records, provided the basis for conclusions and recommendations. [...]



Algebra--Study and teaching, Remedial teaching