Lovato learning: a guide for interactive, differential instruction in a high school remedial math class

The implementation of different instructional strategies and their affects on student attitudes toward learning will be investigated in two Northern Humboldt High School remedial math classes. The study explores and analyzes different types of pedagogy and their affects on student's attitudes toward learning. The research is a sample of convenience conducted in Algebra 1b classes on one of the campuses of a joint high school district. The sample includes approximately sixty students whose parents have given consent to participate in the study. An 18-item, Likert-type questionnaire along with four demographic questions were developed, piloted and implemented in the Algebra 1b classes. A multi-variate analysis was employed as the quantitative and qualitative measure for comparing student attitudes and the type of pedagogy being presented. The results of the study may have implications for teacher education in a variety of instructional strategies to best meet the needs of students. Part of this study will compare and analyze traditional instructional techniques to an instructional resource developed as a Masters project and entitled, Lovato Learning: A Guide for Interactive, Differential Instruction in a Remedial Math Class. The implication of this study and development of the instruction resource may lead to further investigation in this field of education.