A Causal-comparative Study Using Regression Discontinuity of Intermediate Algebra Effectiveness for Students with 17 Or 18 ACT Mathematics Sub-scores on College Algebra Success from 2014-2018 at a Rural Community College in the Southern United States PDF Download
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Author: Chris Cox
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 172
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Book Description
Author: Chris Cox
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 172
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Book Description
Author: Steven C. Sworder
Publisher:
ISBN:
Category :
Languages : en
Pages : 24
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Book Description
An experimental two-track intermediate algebra course was offered at Saddleback College, Mission Viejo, CA, between the Fall, 2002 and Fall, 2005 semesters. One track was modeled after the existing traditional California community college intermediate algebra course and the other track was a less rigorous intermediate algebra course in which the practice and examination exercises were generally less involved than those found in the traditional course. Students who planned to enroll in College Algebra for Brief Calculus (Math 8) or Trigonometry (Math 124) were encouraged to take the traditional intermediate algebra track. Students who planned to enroll in College Algebra (Math 7), Finite Mathematics (Math 9), Introduction to Statistics (Math 10), or Mathematics for Liberal Arts Students (Math 105) were encouraged to take the less rigorous intermediate algebra track. The success of students in their subsequent mathematics class was observed. Students who pursued the less rigorous intermediate algebra track had success rates in College Algebra (Math 7), Finite Mathematics (Math 9), Introduction to Statistics (Math 10), and Mathematics for Liberal Arts Students (Math 105) comparable to students who completed the traditional intermediate algebra class at Saddleback College. Students enrolled in the two-track intermediate algebra course who participated in the more rigorous track had success rates in College Algebra for Brief Calculus (Math 8) and Trigonometry (Math 124) that were comparable to students who completed the traditional intermediate algebra class at Saddleback College. It was recommended that a separate intermediate algebra course be established at Saddleback College that was modeled on the less rigorous track of the two-track experimental intermediate algebra class. Students who planned to subsequently enroll in College Algebra (Math 7), Finite Mathematics (Math 9), Introduction to Statistics (Math 10), or Mathematics for Liberal Arts Students (Math105) should be encouraged to take this less rigorous intermediate algebra course. (Contains 18 tables.).
Author: James K. Vallade
Publisher:
ISBN:
Category :
Languages : en
Pages : 138
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The purpose of this study was to examine the emporium model in an effort to determine the effectiveness of this strategy in increasing student performance in a developmental mathematics course as well as preparing students for a college-level mathematics course. The target population for this study was all community colleges that have redesigned their developmental mathematics courses based upon the emporium model. Each of the three community colleges included in this study provided data on student performance in both Intermediate algebra and college algebra. This study utilized a causal-comparative research design, and both a chi square analysis and independent samples t-test were employed to answer the research questions. The results show that students who took Intermediate algebra in an emporium format had passing rates that were higher than students who took the course in another format. Additionally, students who completed Intermediate algebra in the emporium format had higher passing rates and significantly higher mean grades in college algebra than students who did not complete intermediate algebra in the emporium format. Implications and recommendations for further research are included.
Author: Kay Dillard Haralson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 66
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Author: Bei Xu
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 70
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Book Description
Describes use of SAS 6.12 to derive data from University of Central Oklahoma and Rose State College databases containing college student information of Intermediate Algebra, college-level math courses, and Computerized Placement Test (CPT) scores. Analyzes data by applying Chi-square test, correlation test and analysis of variance to determine if there is a correlation between taking a remedial algebra course, or CPT score, and grade levels obtained in subsequent college-level mathematics courses.
Author: Steve Sworder
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
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Book Description
The purpose of this study was to determine the effectiveness of a typical California community college Intermediate Algebra course in preparing students for success in the transfer level mathematics courses for which Intermediate Algebra was the prerequisite. The subsequent mathematics course taken by each of the 986 students who received a grade in Intermediate Algebra at Saddleback College for the Fall, 2002 semester was determined and the grade received in that subsequent mathematics course identified. Fifty-two percent of these students successfully completed the Intermediate Algebra course by receiving a grade of C or higher. Of the 513 students who successfully completed the Intermediate Algebra course, 443 students later enrolled in a transfer level mathematics course either at Saddleback College or Irvine Valley College. Nearly two-thirds of these 443 students were successful in their subsequent mathematics course, however the rates of success varied significantly over the various available transfer level courses. While 85 percent of the students were successful in College Algebra, only 54 percent were successful in Introduction to Statistics and 52 percent were successful in Trigonometry. Students who earned an A grade in Intermediate Algebra were quite likely to be successful in their subsequent mathematics class. Students who earned grades of B or C in Intermediate Algebra were at significant risk of being unsuccessful if they enrolled in either Introduction to Statistics or Trigonometry as their subsequent course. Students who earned a grade of C in Intermediate Algebra were likely to be successful in College Algebra and Mathematics for Liberal Arts Students, but were unlikely to be successful in Introduction to Statistics and Trigonometry. Nearly ninety percent of the students, who enrolled in another mathematics course during the four-year period following their Intermediate Algebra class, took that subsequent class within one year of completing the Intermediate Algebra class. Sixty-two percent of the students who waited more than a year to enroll in a subsequent mathematics course successfully completed that class. The distribution of these successful students over the semesters from Spring, 2004 through Spring, 2006 did not suggest that students were less likely to succeed if they chose a longer delay between their Intermediate Algebra course and their subsequent mathematics course. Appended is: Distribution of Fall, 2002 Intermediate Algebra (Math 253) Students Categorized by the Grade Earned in Math 253 and the Subsequent Mathematics Course Taken in the South Orange County Community College District. (Contains 15 tables.).
Author: Johnathan Jay McEwen
Publisher:
ISBN:
Category : ACT Assessment
Languages : en
Pages :
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Book Description
ACT scores are widely used to predict outcomes in coursework and serve as placement guidelines for college level courses such as college algebra. Due to a changing college environment, the appropriateness of these placement decisions takes on a new, more critical light. Given the rate of success for current predictions in college algebra, and the resulting consequences for misplacement, this study examines the predictive potential of the ACT scores through the examination of non-linear variables and a metaphorically chaotic interpretational lens. The literature base for this study reveals, almost to exclusion, the use of linear models for the prediction of success in college algebra. This tendency dates back to the late 1920's. While scattered references, and a single doctoral study, have suggested the use of non-linear variables as a viable prediction method, the topic has seen little emphasis in the last 50 years. Using this as a basis for examination, and a metaphorically chaotic interpretational lens based on the non-linearity of social constructs, this study focuses on the use on non-linear combinations of the ACT sub-scores as variables in regression models to predict the outcome of college algebra classes conducted over a two year period at Jones County Junior College. Utilizing the techniques of enumerative combinatorics, this study focuses on a set of 69 variables developed through non-linear combinations of the ACT sub-scores. An additional set of general college readiness variables were also developed as part of the metaphorically chaotic interpretational lens. These variables were subjected to a series of statistical analyses to determine the most suitable non-linear variables for inclusion in the models. Serving to provide both focused and broad examinations of college algebra outcome predictions, these models were compared to the base models currently in use at academic institutions in the State of Mississippi.
Author: Laurence F. Johnson
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 390
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Book Description
The study explored the relationship between student academic performance in an exit-level, developmental mathematics course and subsequent academic performance in a college-level mathematics course. Using an ex post facto research design, the study focused specifically on the influence of three sets of factors: (a) demographic characteristics, (b) "stopping-out," and (c) the developmental course. The criterion variables were college-level performance, defined in terms of the student's course grade, and college-level persistence, defined in terms of whether or not the student officially withdrew from the course. A convenience sample of 824 community college students who had completed both the exit-level developmental mathematics course and the entry-level college course during a three-year period from fall 1989 to summer 1992 was used for the data set; the students in the set were shown to be similar to several populations of developmental students. Discriminant function analysis indicated that the data supported the hypotheses. The discriminant function was calibrated on 364 cases randomly selected from the data set; the remainder of the cases were used to cross-validate the results. Cross-validated correct classification rates of 76.74% for academic success and 81.09% for persistence were obtained. The major conclusions of the study were: (1) Developmental course performance is a significant discriminator of college-level mathematics performance and persistence. (2) The length of time a student allows to pass between exiting the developmental course and entering the college-level course is a negatively related discriminator of both college-level performance and persistence. (3) Student age is a positively related discriminator of college-level mathematics performance. (4) The number of attempts at the developmental course is a negatively related discriminator of persistence. (5) African American completers of developmental mathematics appear to be more likely to withdraw from entry-level college mathematics than developmental completers in other ethnic groups. (6) Poor performance in exit-level developmental mathematics greatly increases the risk of failure or attrition for students in entry-level college mathematics. The implications of these results and those of several post hoc analyses were discussed in terms of their theoretical and applied contributions, the limitations of the study were detailed, and suggestions made for future research.
Author: Rui Wang
Publisher:
ISBN:
Category :
Languages : en
Pages : 190
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Book Description
Additionally, I discuss implications of the findings and the application of RD and PS designs in similar pilot programs with limited sample sizes of students and schools in the treatment group. Considering the promising results from this study, future research on the FCM course should include a greater number of schools and eligible students enrolled in the FCM course in the twelfth grade. Long-term effects, and differential treatment impacts across different groups of students should also be investigated. In terms of methodology, this study also has implications for simulation studies examining best practices for utilizing NN in estimating PS.
Author: Sonia Ramirez
Publisher:
ISBN:
Category :
Languages : en
Pages : 31
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Book Description
The purpose of this study is to identify factors that influence students' performance in the intermediate algebra classes at the college by analyzing parameters such as test scores, grades, attitude towards mathematics, time lapse between subsequent courses, placement, and teaching practices. This study will investigate the correlation of several selected variables with performance and compare these results with those found in the literature. Based on the findings, specific solutions for areas needing improvement will be prescribed, and recommendations to improve student performance in intermediate algebra classes at the college will be presented. The study took place at Richard J. Daley College, in Chicago, IL, and targeted the Intermediate Algebra (Math 112) student population. Data were collected during the fall 2003, spring 2004, fall 2004, and spring 2005, semesters. The results indicate that proper placement and positive attitude of students contribute to improved performance while extended time lapse between subsequent courses hampers their performance. Moreover, an innovative teaching approach, the Keystone method, produced higher student outcomes in intermediate algebra and also in subsequent mathematics courses compared to the traditional approaches.
