Methods of Evaluating College Remedial Mathematics Programs 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 Methods of Evaluating College Remedial Mathematics Programs PDF full book. Access full book title Methods of Evaluating College Remedial Mathematics Programs by Geoffrey Akst. Download full books in PDF and EPUB format.
Author: Geoffrey Akst
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 107
Get Book Here
Book Description
Author: Geoffrey Akst
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 107
Get Book Here
Book Description
Author: Marilyn Foulke
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 120
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 354
Get Book Here
Book Description
Author: Lawrence Mozell Clark
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 322
Get Book Here
Book Description
Author: Mildred R. Barrett
Publisher:
ISBN:
Category : Computer literacy
Languages : en
Pages : 442
Get Book Here
Book Description
Author: Hugh Alexander Sanders
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 210
Get Book Here
Book Description
Author: Daysha Monique Lawrence
Publisher:
ISBN:
Category :
Languages : en
Pages : 99
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 914
Get Book Here
Book Description
Author: Louise Grinstein
Publisher: Routledge
ISBN: 1136787232
Category : Education
Languages : en
Pages : 912
Get Book Here
Book Description
First published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
Author: John Martin McHugh
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 336
Get Book Here
Book Description
This program evaluation case study examined the academic effectiveness of a developmental math program in a North Carolina community college (p. 5). Developmental or remedial college mathematics as used here includes courses for college students who were not ready for college-level math (p. 1). The CIPP evaluation model (context, input, process, product (p. 44): cf. Fitzpatrick, Sanders, and Worthen 2004, Program Evaluation: Alternative Approaches and Guidelines, 3rd ed.) was used as the framework for this program evaluation. (1) The research questions used to guide the research were (i) what are the conditions which make a developmental mathematics program at the college level necessary? (ii) what other attempts have been made to solve the problem? (iii) how does the implementation of the developmental program at this college align with recommendations for appropriate instruction of developmental math students? (iv) how is the developmental math program at the college being implemented? and (v) how effective is the developmental math program at the college? (2) Data collection consisted of qualitative and quantitative methods including interviews, surveys, a pretest and posttest of math achievement, and documentation review. The information from the surveys and documentation review was coded and then entered into an Excel spreadsheet and analyzed for frequency of occurrence by code. Interviews were recorded, transcribed, then coded. These data, along with the data from pretests and posttests, were then entered into SPSS software for analysis, and t-tests and analysis of variance (ANOVA) tests were conducted. (3) The research questions were answered as follows: (i) Without the help of developmental courses, many admitted students would not succeed at the college level (p. 110). (ii) The history of the developmental and remedial program at the college under study is sketched (p. 111). (iii) The researcher recommended that professional development be added for those working with underprepared students (p. 113). (iv) The majority of the current developmental math students (69%) and former developmental students (59%) who completed the surveys indicated they felt they had been placed correctly based on their placement scores (p. 114). Recommendations are made for revising the developmental math placement test rules. (v) According to the data collected and analyzed, the program is improving the arithmetic test scores of students (p. 117), and appears to be doing what it was designed to do.
