Placement Test Scores and Demographics Predicting Grades in Basic Math and Introductory Algebra at an Urban/suburban Community College PDF Download
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Author: Martha Lou Haehl
Publisher:
ISBN: 9780549045762
Category : Algebra
Languages : en
Pages : 88
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Book Description
Multinomial and logistic regressions along with crosstabs were conducted to determine what factors were predictive of grade in Basic Math then in Introductory Algebra. Results showed that of the predictors considered, the reading placement score followed by gender then ethnicity then the numerical skills placement scores were the predictors of basic mathematics grade. All predictors combined, however, accounted for only about 7% of the variation in grades of basic mathematics students.
Author: Martha Lou Haehl
Publisher:
ISBN: 9780549045762
Category : Algebra
Languages : en
Pages : 88
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Book Description
Multinomial and logistic regressions along with crosstabs were conducted to determine what factors were predictive of grade in Basic Math then in Introductory Algebra. Results showed that of the predictors considered, the reading placement score followed by gender then ethnicity then the numerical skills placement scores were the predictors of basic mathematics grade. All predictors combined, however, accounted for only about 7% of the variation in grades of basic mathematics students.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 790
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Author: Brent Bridgeman
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 48
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Author: Michael P. Gibson
Publisher:
ISBN:
Category : College placement services
Languages : en
Pages : 103
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Book Description
Students placed into developmental math courses experience significantly increased costs for obtaining a college degree. They are also considerably more likely to drop out of college without obtaining a degree. However, many students need developmental math if they are going to succeed in their college level math courses. As a result, it is vitally important to both students and educators concerned with student success that students are placed into the correct courses. Little, if any, work has done been in this area for online math courses despite the explosive growth of online college level education in the last two decades. The present study measures the accuracy with which a multiple measures placement process using ACT/SAT mathematics score, a local algebra skills assessment, and unweighted high school GPA predicts final course grades for students in an online developmental math course. A quantitative correlation design was used for the study. The research used archival data from a private university located in the eastern United States with a very large online student population. Data for all three predictive variables as well as course grades for a developmental math course was retrieved from the university record system for 3843 students enrolled between Fall 2016 and Spring 2019. Multiple linear regression analysis showed no significant predictive relationship with respect to the criterion variable. Additional analysis revealed significant correlations between the online developmental math final grades and both high school GPA and the local algebra skills test. The study concludes with recommendations for further research including studying differences by age of student and using data from other universities.
Author: Alexandra W. Logue
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
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Book Description
This study used a randomized controlled trial to determine whether students, assessed by their community colleges as needing an elementary algebra (remedial) mathematics course, could instead succeed at least as well in a college-level, credit-bearing introductory statistics course with extra support (a weekly workshop). Researchers randomly assigned one-third of the participants to one of three types of courses: traditional elementary algebra; traditional elementary algebra plus a weekly workshop; or college-level, credit-bearing, introductory statistics plus a weekly workshop. The experiment was conducted at three urban CUNY community colleges: Borough of Manhattan Community College; Hostos Community College; and LaGuardia Community College. There were 721 participants combined across the three colleges. Their mean age was 21.1 years (SD = 5.5), and 54% of them were female. Researchers collected the final grades for each participant in the experiment, as well as their high school records and assessment test scores. Adding a weekly workshop to a traditional remedial elementary algebra course seemed to improve students' performance above the usual (low) pass rate. However, students in college-level introductory statistics with a weekly workshop passed at an even higher rate. Students with relatively high placement test scores and grades in high school, and students who registered for their classes relatively early, were particularly likely to pass the statistics course. A table is appended.
Author: Kristina Corey Legge
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Book Description
The number of students entering the community college in need of developmental math has not changed, remaining at a steady 60% over the past seven years. This study compared the success rate of Mandatory Supplemental Instruction (MSI) sessions within four sections of a developmental math course compared with the success rates of students enrolled in both the Traditional Classroom setting and the Individualized format at Suburban Community College (SCC) during the Fall 2009 semester. These MSI format courses were compared with both the Individualized format of MAT 060 and the Traditional Classroom format of the same course. The students included in these sections were a combination of students who were: 1) suggested by advisors to enroll in this developmental math course after receiving a low score on the college's Accuplacer placement test for algebra or continuing the progression of developmental math from the lower level arithmetic class; 2) mandated to attend MSI after successful completion of the Jump Start Math Program, or 3) self-selected into the MSI group anticipating the need for additional help in the course. The two primary data sets available for this study are student math final grades and student participation/attendance records. Secondary sets of data include informal focus group notes, final exam scores, student attendance records for both class lectures and MSI sessions, and Supplemental Instruction Leader anecdotal records. The findings of this study conclude that success rates of students enrolled in the MSI sections of developmental math do not differ significantly from those enrolled in the Traditional Classroom format of developmental math; however, both groups did differ significantly from the Individualized format of developmental math, in that the students enrolled in the Individualized format succeeded at a lesser rate and withdrew at a greater rate than their MSI or Traditional Classroom counterparts. This study also concluded that female, full-time students succeeded at a greater rate across the board, which is consistent with the literature. These findings were significant for a number of reasons. Although the difference between the treatment group and the Traditional Classroom group was not significant, there are a variety of reasons at the program level as to why this may have been so and there are many future constructs that SCC can put in place to strengthen and reassess the MSI program. Although this study was focused on the MSI treatment, the data revealed a greater issue existing in the Individualized format of developmental math at SCC. Future considerations can be made in this particular delivery method to improve success rates of students involved in this program. Future research on MSI in the form of persistence and retention rates, graduation rates, transfer rates, subsequent math course grades and success in other college-level classes can be explored to provide the MSI program with more data to determine if particular groups of students are benefiting from this format.
Author: Clifford Donahue
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Book Description
Author: Hannah Ruth Anderson
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 0
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Book Description
Educational institutions, at all levels, must justify their use of placement testing and confront questions of their impact on students' educational outcomes to assure all stakeholders that students are being enrolled in courses appropriate with their ability in order to maximize their chances of success (Linn, 1994; Mattern & Packman, 2009; McFate & Olmsted III, 1999; Norman, Medhanie, Harwell, Anderson, & Post, 2011; Wiggins, 1989). The aims of this research were to (1) provide evidence of Content Validity, (2) provide evidence of Construct Validity and Internal Consistency Reliability, (3) examine the item characteristics and potential bias of the items between males and females, and (4) provide evidence of Criterion-Related Validity by investigating the ability of the mathematics placement test scores to predict future performance in an initial mathematics course. Students' admissions portfolios and scores from the mathematics placement test were used to examine the aims of this research. Content Validity was evidenced through the use of a card-sorting task by internal and external subject matter experts. Results from Multidimensional Scaling and Hierarchical Cluster Analysis revealed a congruence of approximately 63 percent between the two group configurations. Next, an Exploratory Factor Analysis was used to investigate the underlying factor structure of themathematics placement test. Findings indicated a three factor structure of PreCalculus, Geometry, and Algebra 1, with moderate correlations between factors. Thirdly, an item analysis was conducted to explore the item parameters (i.e., item difficulty, and item discrimination) and to test for gender biases. Results from the item analysis suggested that the Algebra 1 and Geometry items were generally easy for the population of interest, while the PreCalculus items presented more of a challenge. Furthermore, the mathematics placement test was optimized by removing eleven items from the Algebra 1 factor and two items from the PreCalculus factor. All Internal Consistency Reliability estimates remained strong and ranged from .736 to .950. Finally, Hierarchical Multiple Linear Regressions were used to examine the relationship between students' total and factor scores from the mathematics placement test with students' performance in their first semester mathematics course. Findings from the four Hierarchical Multiple Linear Regressions demonstrate that the total score students' receive on the mathematics placement test predicts their achievement in their initial mathematics course, above and beyond the contributions of their demographic information and previous academic background. More specifically, the Algebra 1 Factor Score from the mathematics placement test was the strongest predictor of student success among the lower level mathematics courses (i.e., Mathematical Investigations I or II). Similarly, both the Algebra 1 and PreCalculus Factor Scores from the mathematics placement test were significant predictors of students' grades in their first upper level mathematics course (i.e., Mathematical Investigations III or IV), providing evidence of Predictive Validity. The current mathematics placement test and procedures appear appropriate for the population of interest given the empirical evidence demonstrated in this research study regarding the psychometric properties of the exam. The continued use of the revised mathematics placement test in the course placement decision-making process is advisable.
Author:
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ISBN:
Category :
Languages : en
Pages :
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 566
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