| Purpose. The purpose of this study is to examine how traditional and non-traditional algebra instruction affects students' perceptions and achievement in Paced-Algebra. Paced-Algebra is a two year Algebra course.;Data Analysis. Separate three-way ANOVA's were used to examine whether there were significant (;Results. Significant (;In traditional Paced-Algebra CD, significant (;Instruments/Procedures. The Student Perception of Algebra Instruction Survey (Loiacano, 1995) and the state Algebra End-of-Course Exam was used.;Conclusions. It appeared that the non-traditional Paced-Algebra AB students' perceptions became more negative in Paced-Algebra CD, and yet their pass rate was significantly (;Significance of the study. Algebra is often viewed as a gatekeeper to educational and economical opportunity. The findings from this study should provide useful information on the effects of instruction on students' perceptions and academic achievement. |
