Date of Award

Spring 5-2023

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Center for Science and Math Education

Committee Chair

Julie Cwikla

Committee Chair School

Center for Science and Math Education

Committee Member 2

Kendrick Buford

Committee Member 2 School

Center for Science and Math Education

Committee Member 3

John Harris

Committee Member 3 School

Coastal Resilience

Committee Member 4

Sherry Herron

Committee Member 5

Anna Wan

Committee Member 5 School

Mathematics and Natural Sciences

Abstract

The purpose of this study was to investigate how the use of interactive guided notes influences the mathematical performance of college algebra students when solving univariate linear equations. The research involved 68 students enrolled in College Algebra at a community college. The participants were divided into two groups: those who took notes using an interactive guided notes method and those who did not use the interactive guided notes note-taking method to cite instructional information. The participants were administered a test on solving univariate linear equations before and after receiving instruction to answer the research questions posed by the study. An independent samples t-test was performed to compare the pre-and post-test mean scores of the experimental and control groups.

The results revealed a significant difference in the experimental group’s mathematical performance compared to the control group. The findings lend credence to implementing interactive guided notes in the classroom as a note-taking method for College Algebra. Because taking notes is a strategy used in many classrooms, teachers and students should be privy to note-taking strategies that promote academic development. Although interactive notes and notebooks are utilized at various educational levels, executing the note-taking technique at the collegiate level needs proper planning to guarantee a successful implementation.

ORCID ID

0009-0004-5698-1941

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