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The problem of this experiment was to test and compare
the effects of an audio-tutorial method and a traditional
lecture method of instruction of Intermediate College
Algebra at Broward Community College, and to determine how
the commercially-prepared and teacher-made audio-tutorial
materials should be revised or altered for the improvement
of the instruction of Intermediate College Algebra.
The null hypotheses were based on the assumption
that if significant initial differences in intellectual
aptitude as measured by the Otis Mental Abilities Test,
Form Am, existed between the groups, these differences
would be adjusted with an Otis covariate. The Otis analysis revealed no significant differences,
at the .05 level, between groups in mental ability. The seven null hypotheses were tested, as a part of the overall
analysis of the study. The interpretation of analysis results
lead to the rejection at the .05 level of the first
hypothesis. (There is no significant difference in the
mathematics achievement of the audio-tutorial and traditionally
taught students.) The other hypotheses, two
through seven, were accepted.
As a result of the rejection of only the first
hypothesis and an investigation of the linear trends of the
pre- and post-test results it was concluded that the audiotutorial
instructional method was superior, under the defined
parameters, to the traditional method.
It was concluded from the results of the attitude
questionnaire that the audio-tutorial instructional approach
had a positive effect on the students' attitude toward the
course.
the effects of an audio-tutorial method and a traditional
lecture method of instruction of Intermediate College
Algebra at Broward Community College, and to determine how
the commercially-prepared and teacher-made audio-tutorial
materials should be revised or altered for the improvement
of the instruction of Intermediate College Algebra.
The null hypotheses were based on the assumption
that if significant initial differences in intellectual
aptitude as measured by the Otis Mental Abilities Test,
Form Am, existed between the groups, these differences
would be adjusted with an Otis covariate. The Otis analysis revealed no significant differences,
at the .05 level, between groups in mental ability. The seven null hypotheses were tested, as a part of the overall
analysis of the study. The interpretation of analysis results
lead to the rejection at the .05 level of the first
hypothesis. (There is no significant difference in the
mathematics achievement of the audio-tutorial and traditionally
taught students.) The other hypotheses, two
through seven, were accepted.
As a result of the rejection of only the first
hypothesis and an investigation of the linear trends of the
pre- and post-test results it was concluded that the audiotutorial
instructional method was superior, under the defined
parameters, to the traditional method.
It was concluded from the results of the attitude
questionnaire that the audio-tutorial instructional approach
had a positive effect on the students' attitude toward the
course.
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