An Investigation to Predict Academic Success of Students Enrolled in College Freshman Mathematics Courses by Einstellung PDF Download
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Author: John William Daniels
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 114
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Author: John William Daniels
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 114
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Author: T. A. Lamke
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 208
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Author: Sandra Sims Mayo
Publisher:
ISBN:
Category :
Languages : en
Pages : 72
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ABSTRACT: Improving college performance and retention is a daunting task for colleges and universities. Many institutions are taking action to increase retention rates by exploring their academic programs. Regression analysis was used to compare the effectiveness of ACT mathematics scores, high school grade point averages (HSGPA), and demographic factors such as age, gender, ethnicity, and socioeconomic status for predicting final grades in students' first mathematics courses at Spring Hill College. The results of this study were examined to validate whether the current system for placing students in first-year mathematics courses is successful. Data was used from 870 student records for the freshman fall cohorts from 2008 to 2010. Students were enrolled in Intermediate Algebra, Precalculus, or Calculus I. The results of the study indicate that ACT mathematics score, HSGPA, age, and gender were all statistically significant predictors of students' grades in their first-year mathematics courses with HSGPA the best predictor of all. It was recommended that admission counselors and mathematics department faculty place students in freshmen mathematics courses based on HSGPA, ACT mathematics scores, and the number of mathematics courses taken in high school but with a much stronger emphasis on HSGPA.
Author: Vincent M. Bates
Publisher:
ISBN: 9781109962901
Category :
Languages : en
Pages : 179
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Book Description
If African American Males hope to become viable and productive members of the global marketplace of the 21st century, they must find avenues to consistently improve their likelihood of achieving success within academia. For the past twenty years, reports from the United States Department of Education and research from scholars such as McCabe, Hampton, and Steele all reflect the widening achievement gap in education between ethnic and racial minorities and the White majority. When different ethnic and racial sub-groups were examined, African American Males were found to be the lowest achievers; furthermore, African American Males made up the largest percentage of students in developmental mathematics.
Author: Pamela Devone Edwards
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 274
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Book Description
Today, millions of students are entering higher education underprepared for college-level coursework. In the Southeastern Community College System, approximately 60% of the students were required to take developmental coursework prior to enrolling in college-level courses. Of these students, close to 30% enrolled in developmental mathematics courses. Attempts to improve success rates in these courses led the Southeastern Community College System to redesign the developmental mathematics program and determine college readiness using Multiple Measures. Implementation of these measures have changed the student demographics for developmental mathematics, which leaves to question: Who are the underprepared students? Research has shown that these students are students who are minority (Black or Hispanic), from low-income families, first-generation, and/or nontraditional. The purpose of this study was to examine the correlation between the demographical characteristics of underprepared students in developmental mathematics, success in subsequent college-level mathematics courses and persistence in the mathematics program. This study found a statistically significant association between the demographical characteristics of underprepared students and success and persistence. This study also found a statistically significant difference in the proportions of success and persistence of underprepared students based on the type of developmental mathematics program. The methodology used in this research study consisted of the chi-square tests of independence and homogeneity, and post-hoc testing with Bonferroni corrections. Recommendations for future research are to include first-generation students and to expand the data collection to cover the academic years of the traditional and redesigned developmental mathematics programs.
Author: Sandy Seipel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 40
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Author: Laurie Sue Smith
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 496
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Author: Zeynep Seven Demir
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 84
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Book Description
Retention is a genuine, valid apprehension for many two-year colleges and four-year universities in the United States. As many as 1 in 3 first-year students do not return for the sophomore year due to variety of reasons, such as family problems, insufficient funds, and academic challenges (Freshman Retention Rate, n.d.). Given these circumstances, many successful colleges, including Texas Woman's University (TWU), look to implement strategies to maximize the retention rate by admitting students who appear to have a good chance of success. There are several methods to identify and better understand the impact of various practices on college student retention and persistence to degree completion. A critical step on the student pathway is the placement of students as they enter college. To facilitate the journey, an advisor can use the scores from a placement exam to decide an appropriate level course for a student’s current knowledge level. Validity studies for these exams are essential for institutions to evaluate cut-off scores and ensure students are appropriately placed in courses that match their skill level. The main purpose of this study is to compare the efficacy and effectiveness of two placement tests: Accuplacer and the historical placement rules of the TWU departmental Mathematics exam. Efficacy ? refers to whether a product or intervention has a positive influence on learning, such as reducing wrong answers, increasing retention rates, or raising final exam scores. Effectiveness measures the size of the educational development of a product or educational intervention. After the analysis, we can determine whether Accuplacer or the TWU departmental Mathematics exam is the better prognosticator for placing students in classes appropriate for their skill level.
Author: Percy Carden Scott
Publisher:
ISBN:
Category : Ability
Languages : en
Pages : 16
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Author: Joe Kelly Smith
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 242
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