| The highly technical work force of today requires workers with a high level of problem solving skills, particularly in the areas of mathematics, science, and communication. Employers complain that schools are not equipping students with these skills. Tech Prep programs began in a effort to increase the skill level of students by combining academic and vocational training in a single course. This approach is referred to as applied academics.; In applied mathematics courses, the subject matter is presented in a way that integrates math skills with personal work force applications. This type of training is thought to increase student motivation and student performance. This study compared student achievement and attitudes between students enrolled in Applied Algebra I and students enrolled in Algebra I taught with more traditional methods. The influence of gender and socioeconomic level was also studied. Eight classes were included in the study, four from Applied Algebra I and four from traditional Algebra I. An achievement test and an attitude test were administered at the beginning of the course and again at the end of the course. Multivariate analysis of variance was performed to determine the significance of differences between the two groups.; There were no significant differences found when examining achievement. There was significance found in attitude toward math. The positive change in the attitude of students in Applied Algebra I was significant (p =.03).; When examining the variables of gender and socioeconomic level, no significant differences were seen in achievement scores. There were also no significant differences related to gender when studying attitude, but significance was determined with socioeconomic level. The positive change in the attitude of students from a low socioeconomic level in Applied Algebra I was significant (p =.04). Recommendations are presented for educators and for further study. |
