Achieving the Dream: Success of Hispanic Students in Developmental Math Courses in a Texas Community College PDF Download
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Languages : en
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Achieving the Dream: Success of Hispanic students in developmental math courses in a Texas community college.
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Languages : en
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Achieving the Dream: Success of Hispanic students in developmental math courses in a Texas community college.
Author: Audrey Renae Williams
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Category : Academic achievement
Languages : en
Pages : 258
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Author: Antonio Guadalupe Carranza
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Category :
Languages : en
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A random sample of 200 Hispanic/Latino students from a predominately Hispanic/Latino South Texas community college was used to determine if the implementation of MyMathLab had a positive effect on students' academic grade performance. The purpose of this study was to explore whether a web-based technology, MyMathLab, made a difference in student success in both a developmental mathematics course and a subsequent college algebra course. Additionally, this study examined whether the effect differs by instructors' characteristics contributing to successes or failures of students in developmental mathematics courses. Student success in developmental mathematics courses was measured by pre and post MyMathLab tests in addition to grade distributions from 2001 and 2005 (before MyMathLab) across the two developmental courses and a college algebra course and the implementation of MyMathLab between 2008-2012 to determine if using MyMathLab had an impact on student success in two developmental courses and an early algebra course. Also, the instructors completed two surveys. The Mathematics Teaching Efficacy Belief Instrument (MTEBI) and Instructors Educational Philosophies (IEP). The survey questions were compared to the results to determine if the instructors' characteristics had an impact on student's achievement in developmental courses enhanced by MyMathLab. The overall findings of the study suggests that with the implementation of MyMathLab taken on average the typical student was able to increase their academic performance in the developmental mathematic courses (Math0375, Math0376) and college algebra course (Math1314). The PTE overall findings suggest that mathematic instructors were uncertain if they had the ability to teach effectively in the classroom. The TOE represented mathematics instructors were uncertain if they effectively taught students to succeed in college and were uncertain if they had a positive effect on students learning. The IEP overall findings suggest that mathematics instructors' personal teaching efficacy was a more learner-center approach rather than a teacher-center approach. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155217
Author: Linda Louise Gibbs
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Category : African American college students
Languages : en
Pages : 608
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Author: Judith Keller
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Category : Community college students
Languages : en
Pages : 114
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Author: Lourdes Shahamiri
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Category :
Languages : en
Pages : 130
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This qualitative study investigated the experiences of Latino students in developmental math. Included are the journeys of 10 Latino, first-generation students who overcame challenges in high school math and were successful in making the transition to a four-year university mainly through the help of specialized programs (AVID, GEAR UP, and Pathways in Education Scholarship Program). Students demonstrated a high commitment toward their educational goals; however, once they made the transition to college, they found themselves in developmental math facing a variety of challenges. Family support appeared very important to these students, and continued to serve as a motivator for them to continue with their studies. The students understood the importance of having a mentor or role model. Even though some of them do not currently have a role model, they want to serve in that role to encourage their siblings to attend college. My findings also indicate that students utilize a high level of the University services to navigate their college experience; however, they do not receive much validation in their math classes due to the lack of assignment/exam feedback. Students indicated that to them, it was important to have social places on campus where they could receive support and feel included. Through the strong support for theoretical frameworks of validation and social reproduction theories and the findings of Latino students' pursuing an undergraduate degree, my study contributes to research in developmental math by demonstrating the type of support mechanisms Latino students need to persist to graduation.
Author: Edrel Zachery Stoneham
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Category : Community colleges
Languages : en
Pages : 152
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Author: Tulsa Community College
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Category : Academic achievement
Languages : en
Pages :
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This PowerPoint file presents focus group findings concerning challenges and solutions to teaching developmental mathematics.
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Category : Dissertations, Academic
Languages : en
Pages : 592
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Category : Community college students
Languages : en
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