The problem under investigation was to determine if a specific outline-style learning guide, called a Learning Agenda (LA), can improve a college algebra learning environment and if learner control can reduce the cognitive effort associated with note-taking in this instance. The 192 participants were volunteers from 47 different college algebra and pre-calculus classes at a community college in the southwestern United States.
Download count: 0
- Partial requirement for: Ph.D., Arizona State University, 2018Note typethesis
- Includes bibliographical references (pages 78-81)Note typebibliography
- Field of study: Educational technology