| Standardized tests, such as the STAR (Standardized Testing and Reporting), indicate that, as a whole, students in secondary education are not meeting the expected content standards of mathematics frameworks, as defined by the California State Board of Education. Student learning outcomes for the collegiate level, as well, reveal an academic gap of expected performance in algebra. In response to this gap in performance and to the implied deficiency in learning, this study endeavored to determine whether a relatively untested intervention, written metalinguistic feedback, would statistically show improved performance between 2 algebra classes in a community college setting: a research group, given the intervention, and a control group.;Feedback is information a learner receives about the accuracy of the learner's work. Metalinguistics is the analysis of spoken or written language. This study assumed the premise that algebra is a spoken and written language, analogous in syntax and structure to a natural language, as English.;A 20-question written survey, given in the first and last weeks of the course, indicated in consensus that both the research and control groups wanted oral interaction with peers and with the instructor. In the second survey, both groups indicated they liked mathematics. The control group preferred not to receive written comments about their performances. The research group preferred written feedback in support of their work, presumably in order to improve understanding and future performance.;The study applied the Wilcoxon Rank Sum Test using PHStat software with the level of significance set at alpha = 0.05. Analysis within the control group, as well as within the research group, indicated that the percentage of correct responses showed statistically significant improvement in performance between original and revised classwork. Similarly, within both groups of participants there was a corresponding statistical significance in the reduction of errors between original and revised work.;Statistical comparison between the control and the research groups indicated no significant difference. Improvement in the percentage of correct responses and in the reduction of errors could not be attributed to the written intervention.;Written metalinguistic feedback in mathematics is in its infancy. Further research would be appropriate. |
