CHAPTER 5: DISCUSSION Chapter five of this investigation summarizes, discusses and concludes the findings outlined in chapter four. It presents recommendations for further study related to the effect of active learning on the academic proficiency and completion rates of African American students enrolled in an intermediate algebra course. Quantitative data were collected for this investigation. The research supports the premise that active learning is effectively associated with better academic proficiency. However, the findings of this investigation indicate no statistically significant relationship between active learning and the completion rate of African American students. This investigation aimed to answer two research questions: Is there any relationship between active learning and the academic proficiency of African American students who participate in active learning intervention and the academic proficiency of African American students who receive traditional instruction? Is there any relationship between active learning and the completion rate of African American students who participate in active learning intervention and the completion rate of African American students who receive traditional instruction? Summary of Study Data were obtained from HCC from Fall 2010 to Fall 2013. The intervention group received instructions via an active learning approach, while the control group received instruction using the traditional lecture approach. Three instructors taught in the intervention groups, while three instructors taught in the control groups. Student
CHAPTER 5: DISCUSSION Chapter five of this investigation summarizes, discusses and concludes the findings outlined in chapter four. It presents recommendations for further study related to the effect of active learning on the academic proficiency and completion rates of African American students enrolled in an intermediate algebra course. Quantitative data were collected for this investigation. The research supports the premise that active learning is effectively associated with better academic proficiency. However, the findings of this investigation indicate no statistically significant relationship between active learning and the completion rate of African American students. This investigation aimed to answer two research questions: Is there any relationship between active learning and the academic proficiency of African American students who participate in active learning intervention and the academic proficiency of African American students who receive traditional instruction? Is there any relationship between active learning and the completion rate of African American students who participate in active learning intervention and the completion rate of African American students who receive traditional instruction? Summary of Study Data were obtained from HCC from Fall 2010 to Fall 2013. The intervention group received instructions via an active learning approach, while the control group received instruction using the traditional lecture approach. Three instructors taught in the intervention groups, while three instructors taught in the control groups. Student