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Factors Influencing Veterans' Attraction to Immersive Mathematics Instruction

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dc.contributor.advisor Miller, Hilary
dc.contributor.author Walker, Ava Kathryn
dc.date.accessioned 2018-01-04T20:26:52Z
dc.date.available 2018-01-04T20:26:52Z
dc.date.issued 2017-11-12
dc.identifier.uri http://jewlscholar.mtsu.edu/xmlui/handle/mtsu/5570
dc.description.abstract The current study explored factors that impact mathematics performance and the mathematics course type and instructional method preferences among 35 student veterans at MTSU. Data was collected in the form of a survey to glean information regarding math history, metacognition, self-efficacy, and their preferences for a variety of evidence-based instructional techniques. Metacognition and self-efficacy were measured using the Motivated Strategies for Learning Questionnaires. Data revealed student veterans prefer taking mathematics courses during traditional semesters instead of during accelerated semesters. Their instructional method of preference was instructor lectures as opposed to online courses and computer-assisted instruction. Additionally, there was not a significant difference between the metacognition and self-efficacy of student veterans who enrolled in college soon after high school graduation and those who enrolled more than 3 years later. Finally, GPA was found to be predicted by both metacognition and self-efficacy.
dc.publisher Middle Tennessee State University
dc.subject Mathematics
dc.subject Metacognition
dc.subject Self-Efficacy
dc.subject Student Veterans
dc.title Factors Influencing Veterans' Attraction to Immersive Mathematics Instruction
dc.type Thesis
dc.contributor.committeemember Rust, James
dc.contributor.committeemember Johnston, Tony
dc.contributor.committeemember Martin, Mary
dc.thesis.degreelevel Masters
dc.thesis.degreegrantor Middle Tennessee State University
dc.subject.umi Mathematics
dc.subject.umi Psychology
dc.subject.umi Adult education
dc.description.degree M.A.
dc.contributor.department Psychology


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