An investigation of the use of algebra tiles to introduce the basic algebraic concepts of integers, equations, and polynomials in community college developmental algebra classes

The purpose of this study was to examine the effectiveness of using activities involving algebra tiles to introduce algebra concepts. The study was conducted with 119 students enrolled in six elementary algebra classes at Walters State Community College. Three instructors each taught a control and a manipulative-based class. The study was designed to compare the mathematical achievement, retention, anxiety, and attitude of students based on treatment groups and past algebra experience groups.

In this quasi-experimental study, equivalency of treatment groups was determined by independent samples t-tests on pre-test scores. Analysis of variance on pre-and posttests with treatment, instructor, and past algebra experience as factors and pre-test and post-test as repeated factors was used to analyze differences in achievement, attitude, and anxiety. To measure retention, the post-test was used as a covariate in an analysis of variance on the final exam.

The most significant finding {p = .045) was that students with no recent experience in the manipulative-based group experienced greater retention than did students with no recent experience in the control group. The mean achievement gain of all no-recent-experience students was significantly higher than the mean gain of recent-experience students (r = -4.884, dƒ= 117, and p < .001). Additionally, the mean attitude of all no-recent-experience students was better than that of recent-experience students (p < .001). There was a significant time by treatment group interaction for attitude (p = .034). At pre-test the control group attitude score appeared to be higher than the manipulative group score. Over time a trend appeared to be developing with the manipulative group's attitude improving so that the gap was narrowing. There was no significant difference in the anxiety of students in the treatment and control groups. Both groups experienced a significant lessening of anxiety.

The researcher believes it is significant that the previous experience group with the better attitude experienced a significant difference in retention when instructed with manipulatives. With the attitude of the manipulative group showing a trend toward improvement, there is reason to believe that the treatment might have produced greater differences in a longer study.