An Analysis of the ACT Sub-scores' Ability to Predict the Outcome of College Algebra Through the Lens of Modern Chaos Theory PDF Download
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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: 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: Kay Dillard Haralson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 66
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Book Description
Author: Megan Meyer
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 20
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Book Description
The purpose of this study was to see whether a prediction model could be found between Algebra 1 EOC scores and ACT Math Subset scores. Students were randomly selected for this study. A simple regression analysis was used in this study with the Algebra 1 EOC score as the independent variable and the ACT Math Subset score as the dependent variable. The results of this study found that the ACT Math Subset score can be predicted from the Algebra 1 EOC score.
Author: Nancy Frimel Matthews
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 64
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Book Description
This research was conducted to determine if there was a significant relationship between success rates of College Algebra students who received an ACT Mathematics Test score of 19 in one attempt, and those who received less than 19 on the first attempt and at least 19 on a later attempt.
Author: Chris Cox
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 172
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Book Description
Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
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Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author: John Dewey
Publisher: Createspace Independent Publishing Platform
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 456
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Book Description
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131987
Category : Education
Languages : en
Pages : 53
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Book Description
Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Author: Heinz-Otto Peitgen
Publisher: Springer Science & Business Media
ISBN: 1475747403
Category : Mathematics
Languages : en
Pages : 1013
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Book Description
For almost ten years chaos and fractals have been enveloping many areas of mathematics and the natural sciences in their power, creativity and expanse. Reaching far beyond the traditional bounds of mathematics and science to the realms of popular culture, they have captured the attention and enthusiasm of a worldwide audience. The fourteen chapters of the book cover the central ideas and concepts, as well as many related topics including, the Mandelbrot Set, Julia Sets, Cellular Automata, L-Systems, Percolation and Strange Attractors, and each closes with the computer code for a central experiment. In the two appendices, Yuval Fisher discusses the details and ideas of fractal image compression, while Carl J.G. Evertsz and Benoit Mandelbrot introduce the foundations and implications of multifractals.
Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
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Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
