The effects of an individualized, self-paced instructional model on the achievement of college students enrolled in intermediate algebra

This study was designed to investigate the effects of an individualized, self-paced instructional model on the achievement of college students enrolled in an intermediate algebra class.

The study was conducted using two groups of 70 students enrolled in a developmental intermediate algebra class at Cleveland State Community College. One group was taught using a traditional lecture approach and the other was taught with an individualized, self-paced format. The null hypotheses tested were: (1) there is no significant difference between the mean post instruction achievement scores of the students of each group, (2) there is no significant difference between the mean post instruction gain scores of the students of each group, (3) there is no significant difference between the mean post instruction achievement scores of the students of the five different sections of the lecture group, and (4) there is no significant difference between the mean post instruction achievement scores of the students of the four different sections of the individualized, self-paced group.

The students in both groups were given a pretreatment achievement test to determine if the initial achievement levels were comparable, and this was shown to be true.

Since pretreatment achievement was more or less the same, posttreatment measures were analyzed to test the hypothesis. The results indicated that students taught with an individualized, self-paced approach experienced achievement not significantly different from those students taught by the traditional lecture method.

This study established that this individualized, self-paced teaching method was as effective as the traditional lecture format. In light of the present reform movement in mathematics education, which is calling for the adoption of methods to reach the goals set by the NCTM, the individualized, self-paced instructional model should be considered by developmental mathematics educators as a worthy alternative to the lecture approach.