An Investigation of Teaching Strategy in the Distance Learning Mathematics Classroom
Tiffany DePriter, American Public University, USA
Distance learning has become increasingly popular among higher learning institutions, and more academic disciplines, such as mathematics, are now being offered at a distance. This experimental study investigated whether an objectivist-based teaching strategy or a constructivist-based teaching strategy yields greater achievement scores for adult students learning mathematics at a distance. A pretest-posttest control-group design was used, with a sample of 35 students. Two researcher-made test instruments, consisting of multiple-choice and brief constructed response/extended constructed response (BRC/ECR) items, were used to measure students’ understanding of mathematics topics both before and after the teaching intervention. While the results of t-tests and ANCOVA showed no statistically significant difference in achievement scores between the groups, the findings indicate that both teaching strategies are viable in the distance learning mathematics classroom.