Incorporating Inquiry-Based Class Sessions with Computer Assisted Instruction

Authors: John C. Mayer, Rachel D. Cochran, Laura R. Stansell, Heather A. Land, William O. Bond, Jason S. Fulmore, Joshua H. Argo

The research in this proposal investigates the relative effect of combining computer-assisted instruction with, respectively, inquiry-based group work sessions, summary lectures of material to be covered in the computer-based part, and the latter combined with regular in-class quizzing on lecture material.  The hypothesis is that inquiry-based group work sessions differentially benefit students in terms of self-efficacy, content knowledge, and communications.

We hypothesize that the following results will be observed:

H1. All sections will have similar grades regardless of treatment.
H2. Group work sections will have differentially improved problem-solving ability.
H3. Group work sections will have differentially improved mathematics self-efficacy.
H4. Group work sections will have differentially improved mathematics communication skills.
H5. Group work sections will have differentially improved long-term retention.