• Anxiety in action.

      Gulick, Mimi E. (2013-01-24)
      Math Anxiety is a term used to describe the anxious symptoms felt by those who suffer from it while confronted with mathematics. This study investigated the levels of math anxiety experienced by college students. It was hypothesized that students in non-major mathematics courses would score higher on the Gulick Math Anxiety Scale than their peers enrolled in mathematics courses for mostly mathematics majors. Furthermore, those students who identified themselves as having medium to high levels of math anxiety, would attribute that anxiety to a negative past experience in a mathematics classroom. Data collected was both qualitative and quantitative in nature, and revealed that students in the non-major classes scored higher on the Gulick Math Anxiety Scale than the students in the classes for mostly mathematics majors. The math anxiety that existed in students was highest when associated with testing anxiety, and the main reason students reported math anxiety was due to a lack of confidence.
    • Application of cooperative learning approach.

      Xuan, Ling (2015)
      This paper makes a study of the feasibility of CL application and the teachers and student’s attitudes towards it in the foreign language classroom in China. The study adopted a mixed-methods design- an online questionnaire for the students regarding their attitudes of CL, and individual interviews of 7 English teachers toward the use of CL. Her participants were 166 students and 7 of their English language teacher of English class in Wenzhou, China. By doing this research, the researcher hopes that CL can receive more attention and enjoy more popularity among EFL teachers at all grade levels, so that English education in China can be actually improved. Along with the results that the researcher found from this research, she puts forward her suggestions about application of CL in foreign language classroom in china. What's more, the findings of this study will have a potential to alert Chinese policy-makers to improve the current college English learning instructions through better understanding of students’ and teachers’ attitudes.
    • Are you smarter than a high-schooler?

      Martin, Ashley R. (2013-01-14)
      This research examines the ability of students in introductory level college mathematics courses to recall fundamental information they learned in high school mathematics courses. During the first week of the Spring 2012 semester, students from three college mathematics classes were given a nineteen-problem quiz that consisted of problems on high school mathematics topics. Immediately following the quiz, the students were asked to complete a six question survey which was used to measure students’ prior mathematical knowledge, their outlook on mathematics, and how easily the students felt they could complete the quiz based on their ability to recall previously learned material. Results from the quiz and survey were compared and analyzed to draw conclusions. At the conclusion of this research study, it was determined that a significant difference existed in the students’ scores on individual questions based on the type of mathematics problem and a significant difference existed in the students’ total quiz scores based on their previous mathematics experience.
    • Area Awareness : a preadolescent perspective.

      Bland, Reid (2013-01-25)
      No author abstract.
    • Artifacts and actors

      Voegler, Emily (State University of New York College at Fredonia, 2016-05)
      The linguistic landscape is a powerful indicator of the linguistic communities within an area, their prevalence, and their position within the social and political hierarchy. Therefore, language artifacts in the physical space reflect the attitudes toward different languages in the area and toward language revitalization projects. This study examines the linguistic landscape on the Seneca Nation Cattaraugus Reservation. The physical language representations in this area are analyzed in conjunction with interviews from community members to understand how the linguistic landscape represents the local population, and their attitudes toward Seneca language revitalization. The intentions of this study are to understand how the linguistic landscape is influenced by, and how it influences, the population's attitudes toward different languages on the Seneca Nation, how the linguistic landscape is being used for Seneca language revitalization, and how it could be used for language revitalization in the future. [from abstract]
    • Attitudes of parents and children toward maintaining their heritage language.

      LaRotonda, Ashley (2015)
      The purpose of this study was to examine the attitudes of refugee parents and children in terms of maintaining the heritage language (HL) in an environment that is ethnically dominant in a different culture. A qualitative research design consisting of interviews was used to examine how refugee parents and children felt about keeping their HL, and also culture. The languages in this research include Nepali, Burmese, Karen, and Chin. The researcher interviewed parents and children about HL maintenance. The parents that were interviewed were newcomers (living in the United States for less than four years), and not newcomers (living in the United States for more than four years). The purpose of this research was to understand why refugee parents and children have negative or positive attitudes on the topic of maintaining HL. The researcher used Fishman's (1990, 1991) Graded Intergenerational Disruption Scale for Threatened Languages as a framework to describe how likely it is that populations can maintain their language. Results of this research state that HL maintenance was an occurrence in both newcomer and not newcomer families. All children and parents that were interviewed in this research had positive attitudes toward maintaining their HL. This research concludes with recommendations on how schools can maintain HL. The researcher recommended having a culturally relevant classroom, and using translanguaging as an instructional strategy. Another recommendation included how cities, such as Buffalo, can maintain HLs. A recommendation is to create a widespread message of acceptance toward HLs in public schools.
    • Avifaunal Biodiversity and Land Use on Indonesia's Palau Penida Archipelago

      Abrantes, Ashlee (State University of New York at Fredonia, 2018-05)
      Understanding anthropogenic alterations to land use and their effects can inform conservation efforts in tropical biodiversity hotspots. In 2004 the Indonesian Palau Penida Archipelago, off the coast of Bali, was established as an unofficial bird reserve; however, studies of the islands’ land use and avian biodiversity were never conducted and have not been monitored. I surveyed birds across 32 transects in land use categories designated: agriculture, deforested, developed, and forest. Forest transects presented the greatest endemic species richness, but overall Shannon diversity different significantly among land use categories, particularly forested and deforested. ANOVA indicated exotic bird density was significantly higher than endemic bird density across all transects. Birds serve as a common biodiversity barometer and this study can serve to inform land use management decisions on the Archipelago and throughout reserves and protected areas throughout the tropics.
    • Barriers and facilitators for Saudi women's leadership in higher education

      Almutairi, Naimah (State University of New York College at Fredonia, 2016)
      The purpose of this study was to examine both the barriers and facilitators for women leadership in Saudi Arabia. The research question guiding this study was what are the barriers and facilitators for Saudi women in the upper leadership positions in Saudi higher education. [from author's abstract]
    • Barriers to Postsecondary Education for Western New York Rural High School Students

      Mulcahy, Collin (State University of New York at Fredonia, 2019-05)
      Rural high school students in Western New York are faced with numerous challenges when deciding to enroll in postsecondary education. Rural students are faced with limited support, both inside and outside of school. Research has shown that faced with these barriers, rural students are less likely to enroll in higher education than are urban students. The purpose of this study was to the needs of rural high school students as well as to identify the supports in addressing their perceived lack of self-efficacy for their educational abilities in postsecondary education. This qualitative case study analyzed the viewpoints of three high school guidance counselors who provide crucial college admissions assistance to high school students in Western New York. The results of the study illustrated that rural high school students need further support in addressing their perceived lack of efficacy when deciding whether or not to pursue a college education after graduating from high school. Furthermore, many rural students and their parents/guardians are not informed about the costs of higher education. Positive perceptions of postsecondary education were identified as a motivator that helps students overcome the identified challenges in higher education. Higher education institutions can better aid rural students by addressing the challenges they face when making the decision to enroll in postsecondary education.
    • The belief of elementary school teachers on the effect of student choice on achievement and behavior

      Hayes, Emma (State University of New York College at Fredonia, 2017-05)
      With educational implementations being utilized in schools, allowing students to make choices in their own learning is becoming a more difficult and daunting task. The purpose of my research is to discover new methods for creating a more student-choice centered curriculum in an elementary setting. I plan to use my research to gain new knowledge on how student-centered classrooms can affect student achievement and behavior. I distributed surveys that asked teachers to read statements that related to student choice in the classroom and respond with the level to which they agreed or disagreed with the statement. The results of my study found that many teachers in the surrounding area believe that giving students choice in their learning can lead to higher achievement and improved behavior. [from author's abstract]
    • The beliefs of undergraduate pre-service teachers at a Western New York college about English language learners

      Denz, David (State University of New York College at Fredonia, 2018-05)
      As the population of English Language Learners grow throughout the Western New York Area, it is important to consider how well the undergraduate pre-service teachers emerging within the area are prepared to teach these students. A variety of studies have shown that many mainstream teachers often hold deficit perspectives towards ELLs in public education, meaning they focus on any potential weaknesses of ELLs as opposed to looking at these students in a positive light. This deficit perspective can lead to a variety of issues such as slow development of English Langauge Proficiency, lower achievement rates compared to peers who are native English speakers, and high drop out rates. This study aimed to identify the core beleifs of pre-service undergraduate teachers a major education college in Western New York in order to identify any potential existance of deficit perspective among these students. Characteristics such as experience, past education, and origins of beliefs will be examined in order to further study the undergraduate students at the college. [from author's abstract]
    • Beyond technology.

      Sue, Stephen C. (2013-01-25)
      No author abstract.
    • Calculator dependency and operations with exponents in an introductory college mathematics class.

      Karpie, Mabra B. (2013-10-21)
      This research explores students’ dependency on calculators particularly with exponents. Recently, students have become increasingly technology-dependent: cell phones, iPods, even calculators. It is hypothesized in this research that students will be reliant on calculators. In this study, two groups of students were given an assessment twice, once with and once without access to a calculator; the order of calculator access was changed with the groups. The students averaged better with access to the calculator, but not significantly better. In conclusion, calculators should be used limitedly in the classroom.
    • College Students' Exploration of Isomorphic Numerical and Word Percent Problems

      Tronolone, Emily (State University of New York at Fredonia, 2016-06)
      This study examines students' ability to solve percent problems when in word form versus numeric form. The work of University Pre-Calculus students was analyzed with two isomorphic assessments measuring the accuracy of the problem solution when given in word versus numerical form. It was hypothesized that college students would perform better on numerical percent problems, specifically working with discount, tax, and tip problems. Furthermore, it was hypothesized that the words would hinder the students' ability to accurately solve percent problems when in word form compared to numeric form. The results of this study prove the hypothesis to be inaccurate. In contrast to the hypothesis, students performed better on word problems versus numerical problems (p-value of 0.013) when the problem specifically dealt with discounts, tax, percent increase, and percent decrease.
    • College students' misconceptions of the order of operations.

      Joseph, Kristen N. (2014)
      This research examines the reasons why students struggle with manipulating mathematical expressions and equations when the order of operations process is necessary. It was hypothesized that students in a liberal arts mathematics course would have difficulty using the correct order of operations process when manipulating expressions and solving equations. It was also hypothesized that non-mathematics major college students would have equal difficulty solving for variables using the order of operations process. During this study, students completed a ten-problem assessment. The assessment was generated by polling professors of mathematics. Students were instructed to solve each problem, showing all work, without the use of a calculator. The score for each problem was recorded and compared to a survey that students answered reporting their confidence in using the order of operations process. The results of the study indicated that problems using different types of grouping symbols (not just parentheses) and problems involving fractions were incorrect most frequently. Additional results revealed that there was no difference in scores based on gender and year in college.
    • College Students' Performance on Isomorphic Visual vs Non-Visual Regents Level Geometry Problems

      Leitner, Dylan (State University of New York at Fredonia, 2017-09)
      This study explores students' misconceptions regarding pictorial geometry problems. Specifically, to investigate misunderstandings students experience when solving visual and nonvisual geometry problems. During this study, college students completed two identical 6-problem assessments on the topics of area, volume, and surface area. The instrument was administered several weeks apart and directly generated from past state tests: New York State Geometry Regents and Mathematics A Exams. It was hypothesized that given an assessment composed of visual and non-visual isomorphic geometry problems college students would score lower on non-visual problems. Furthermore, students would struggle most to complete volume problems compared to area and surface area problems. After analyzing the data the hypothesis was partially confirmed. The scores were compared to a survey students completed following each assessment recording their confidence on the overall exam and each problem. The results of this study indicated there was no significant difference on student scores when comparing visual and non-visual Regents geometry problems. Additional results revealed the topic that students struggled with most was volume.
    • Comparing academic achievement of students accelerated in Mathematics to their non-accelerated peers.

      Bongiovanni, Bryan (2014)
      This thesis investigated the mathematics acceleration policy of a suburban school district and its academic effects on students. This study was conducted using a comparative analysis of accelerated and non-accelerated students from two classes, and comparing and contrasting the teachers' and administrations’ beliefs about the acceleration policy. The study was performed using a mixed methodology. The quantitative portion of the study was carried out using De-identified historical data, and a teacher survey with a Likert scale. Qualitative data was collected in the form of face-to-face interviews with school administrators. The study yielded several results on the academic effects of the mathematics acceleration policy and beliefs about acceleration of the school district’s teachers and administration. Students who were accelerated in math were later able to take more advanced math courses than non-accelerated students. Accelerated students out performed non-accelerated students academically, but several non-accelerated students had similar academic achievement to their accelerated peers. Teachers and administrators reported mixed and contradicting data. Several advocated for an open acceleration policy for those few students who meet the established criteria, but also oppose the idea of expanding the current acceleration policy to include students who just missed meeting the acceleration criteria. Results indicated that the acceleration policy appeared to be executed based on the strength of tradition rather than promoting maximum access to challenging math coursework.
    • Count off by threes?

      Hamiliton, John D. (2014)
      No author abstract.
    • Creating effective homework policies in the secondary mathematics classroom.

      Johnston, Eric M. (2013-01-15)
      There has always been a great debate about whether or not homework is really needed in the classroom. Homework policies over the past 100 years have changed drastically. There is a constant battle between advocates for and opponents of homework. Together, they have created a list of positive and negative effects of homework. A review of the literature helps determine what the ideal homework policy would be in order to encourage higher student achievement, and minimize the negative impacts of homework. How do in service teachers' policies stand up against research based policies? Interviews with rural New York State teachers have determined the core components of a homework policy that most teachers have. Some not-so-common policies and researchers' key points to include in a homework policy have also been included. Homework is indeed effective, especially when it is based on research and contains the core components of an effective homework policy in the secondary mathematics classroom.
    • CSI: New York : a study of the effects of Crib Sheets on the Math Test Preparation of College Students.

      Cotton, Gregory C. (2013-01-15)
      This study examines the effects of a well thought-out crib sheet and how it influences test grades. A "Crib Sheet, " also known as a "Cheat Sheet, " is a test-taking aid in the form of a sheet of paper or note card. The students are allowed to place any information of their choice on the crib sheet, which can then be used on an exam or quiz. Students from three different classes were told by their respective teachers that they would be allowed to use a crib sheet on their next exam. The students were also informed that they could fill out an optional questionnaire following the exam on how they felt about crib sheets. The crib sheets were scored by a set rubric and compared with the test scores. On average, a crib sheet score did not have a high correlation to test score. However, for students who suffer from high anxiety, having a well thought-out crib sheet significantly contributed to a good test score.