Instructional Strategy to Enhance Achievement of Remedial Mathematics Students at the Junior College Level PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Instructional Strategy to Enhance Achievement of Remedial Mathematics Students at the Junior College Level PDF full book. Access full book title Instructional Strategy to Enhance Achievement of Remedial Mathematics Students at the Junior College Level by Jeanette Rose Lukeman. Download full books in PDF and EPUB format.
Author: Jeanette Rose Lukeman
Publisher:
ISBN:
Category : Curriculum enrichment
Languages : en
Pages : 154
Get Book Here
Book Description
Author: Jeanette Rose Lukeman
Publisher:
ISBN:
Category : Curriculum enrichment
Languages : en
Pages : 154
Get Book Here
Book Description
Author: Heidi Meyer
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 246
Get Book Here
Book Description
Author: Cecile Mary Foshee
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 148
Get Book Here
Book Description
Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are entering college ill prepared for the rigors of higher education, lacking understanding of basic and important principles (ACT, 2012). The desire to increase academic achievement is a wide held aspiration in education and the idea of adapting instruction to individuals is one approach to accomplish this goal (Lalley & Gentile, 2009a). Frequently, adaptive learning environments rely on a mastery learning approach, it is thought that when students are afforded the opportunity to master the material, deeper and more meaningful learning is likely to occur. Researchers generally agree that the learning environment, the teaching approach, and the students' attributes are all important to understanding the conditions that promote academic achievement (Bandura, 1977; Bloom, 1968; Guskey, 2010; Cassen, Feinstein & Graham, 2008; Changeiywo, Wambugu & Wachanga, 2011; Lee, 2012; Schunk, 1991; Van Dinther, Dochy & Segers, 2011). The present study investigated the role of college students' affective attributes and skills, such as academic competence and academic resilience, in an adaptive mastery-based learning environment on their academic performance, while enrolled in a remedial mathematics course. The results showed that the combined influence of students' affective attributes and academic resilience had a statistically significant effect on students' academic performance. Further, the mastery-based learning environment also had a significant effect on their academic competence and academic performance.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 788
Get Book Here
Book Description
Author: Evelyn Toler Bickford
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 226
Get Book Here
Book Description
Author: Murray Cox
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659119965
Category : Mathematics
Languages : en
Pages : 172
Get Book Here
Book Description
Approximately 60% of all college students enter remediation and 67% of these never finish. This amounts to 2 in 5 of ALL University students dropping out due to lack of Quantitative Literacy (QL). Mathematical remediation is an issue that all modern post-secondary institutions deal with; it is not isolated to any one institution, or even to most pre-1980 universities. Numerous studies point to minimal student participation in SEM (Science, Engineering, and Mathematics) areas. Instead, students are pursuing the softer degrees with the belief that a diploma itself is an entry ticket to the job market. However, lack of interest in mathematics results in lower levels of college preparedness and hence lower levels of college success. The lack of QL plays a specific role in academic success and a general role in career and life success. High school students completing Algebra II are twice as likely to graduate from college and the most employable graduates are typically SEM in nature. Providing students with success starts with a pedagogy that motivates students and promotes perseverance.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
Get Book Here
Book Description
Author: Bakary Sagna
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Students' mean scores difference on the post-test were higher in 62.5% of the sections than on the pre-test. The evaluation of achievement on both tests, the responses to the questionnaire and comments from students showed that SI leader's characteristics associated to effective communication/active learning, teaching skills, and personal traits could be contributor to score achievements. The linear regression in the study shows that the three factors did not significantly predict the post-test score. However, the pre-test did significantly predict the post-test score in a remedial Math 20 at the end of the semester (Beta = .47, t (197) = 6.56, p
Author: Joyce A. Eckart
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 272
Get Book Here
Book Description
Author: Robert Lee Drennen
Publisher:
ISBN:
Category : Junior college students
Languages : en
Pages : 182
Get Book Here
Book Description
