A study of writing to learn, frequent quizzes, and learning styles in a developmental algebra course

The effects of regular use of writing-to-learn activities on achievement and anxiety level in a developmental algebra class were investigated and compared to a class that participated in frequent quizzes. The possibility that individual differences in learning style may interact with the students' use of writing-to-learn or participation in frequent quizzes on achievement and anxiety was also examined. The one-semester study was conducted at a small, public, historically African American university in the South. Four intact classes were randomly assigned to the Writing group (n = 36) and the Quiz group ( n = 28). Kolb's Learning Style Inventory was administer to the students. Achievement was measured by departmental pretest and final examination.;Pre- and post-Phobos administrations determined mathematics anxiety levels. During the semester, the students in the Writing group responded to writing-to-learn activities that included essays, letters, in-class responses to prompts, and journal writing. The students in the Quiz group were administered short in-class quizzes at least twice a week. T-tests and ANOVA models were used to analyze the data. Pretests data showed that the Writing and Quiz groups were equivalent on initial levels of achievement and anxiety. No significant difference was found in achievement means between the treatment groups. Both groups had significant gains in achievement during the semester. An ANOVA determined a nonsignificant effect for learning style group on the achievement in the Writing group. In the Quiz group, a comparison of the achievement means for the Divergers and Accommodators revealed a significant difference in favor of the Divergers. Paired t tests compared the pre-posttest scores on the Phobos. For the Writing group, a significant change in numerical anxiety was observed. For the Quiz group, significant changes were found in levels of mathematics test anxiety. ANOVAs were used to compare change in anxiety levels between the two treatment groups, and a statistically significant difference was found in the change in mathematics test anxiety. No significant differences were found for the learning style groups on anxiety levels in the Writing group. In the Quiz group, the Assimilators had significant changes in mathematics test anxiety.