Subsequent Success in a Mathematics Course by Students Who Received a Grade in Intermediate Algebra (Math 253) for the Fall, 2002 Semester at Saddleback College 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 Subsequent Success in a Mathematics Course by Students Who Received a Grade in Intermediate Algebra (Math 253) for the Fall, 2002 Semester at Saddleback College PDF full book. Access full book title Subsequent Success in a Mathematics Course by Students Who Received a Grade in Intermediate Algebra (Math 253) for the Fall, 2002 Semester at Saddleback College by Steve Sworder. Download full books in PDF and EPUB format.
Author: Steve Sworder
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
Get Book Here
Book Description
The purpose of this study was to determine the effectiveness of a typical California community college Intermediate Algebra course in preparing students for success in the transfer level mathematics courses for which Intermediate Algebra was the prerequisite. The subsequent mathematics course taken by each of the 986 students who received a grade in Intermediate Algebra at Saddleback College for the Fall, 2002 semester was determined and the grade received in that subsequent mathematics course identified. Fifty-two percent of these students successfully completed the Intermediate Algebra course by receiving a grade of C or higher. Of the 513 students who successfully completed the Intermediate Algebra course, 443 students later enrolled in a transfer level mathematics course either at Saddleback College or Irvine Valley College. Nearly two-thirds of these 443 students were successful in their subsequent mathematics course, however the rates of success varied significantly over the various available transfer level courses. While 85 percent of the students were successful in College Algebra, only 54 percent were successful in Introduction to Statistics and 52 percent were successful in Trigonometry. Students who earned an A grade in Intermediate Algebra were quite likely to be successful in their subsequent mathematics class. Students who earned grades of B or C in Intermediate Algebra were at significant risk of being unsuccessful if they enrolled in either Introduction to Statistics or Trigonometry as their subsequent course. Students who earned a grade of C in Intermediate Algebra were likely to be successful in College Algebra and Mathematics for Liberal Arts Students, but were unlikely to be successful in Introduction to Statistics and Trigonometry. Nearly ninety percent of the students, who enrolled in another mathematics course during the four-year period following their Intermediate Algebra class, took that subsequent class within one year of completing the Intermediate Algebra class. Sixty-two percent of the students who waited more than a year to enroll in a subsequent mathematics course successfully completed that class. The distribution of these successful students over the semesters from Spring, 2004 through Spring, 2006 did not suggest that students were less likely to succeed if they chose a longer delay between their Intermediate Algebra course and their subsequent mathematics course. Appended is: Distribution of Fall, 2002 Intermediate Algebra (Math 253) Students Categorized by the Grade Earned in Math 253 and the Subsequent Mathematics Course Taken in the South Orange County Community College District. (Contains 15 tables.).
Author: Steve Sworder
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
Get Book Here
Book Description
The purpose of this study was to determine the effectiveness of a typical California community college Intermediate Algebra course in preparing students for success in the transfer level mathematics courses for which Intermediate Algebra was the prerequisite. The subsequent mathematics course taken by each of the 986 students who received a grade in Intermediate Algebra at Saddleback College for the Fall, 2002 semester was determined and the grade received in that subsequent mathematics course identified. Fifty-two percent of these students successfully completed the Intermediate Algebra course by receiving a grade of C or higher. Of the 513 students who successfully completed the Intermediate Algebra course, 443 students later enrolled in a transfer level mathematics course either at Saddleback College or Irvine Valley College. Nearly two-thirds of these 443 students were successful in their subsequent mathematics course, however the rates of success varied significantly over the various available transfer level courses. While 85 percent of the students were successful in College Algebra, only 54 percent were successful in Introduction to Statistics and 52 percent were successful in Trigonometry. Students who earned an A grade in Intermediate Algebra were quite likely to be successful in their subsequent mathematics class. Students who earned grades of B or C in Intermediate Algebra were at significant risk of being unsuccessful if they enrolled in either Introduction to Statistics or Trigonometry as their subsequent course. Students who earned a grade of C in Intermediate Algebra were likely to be successful in College Algebra and Mathematics for Liberal Arts Students, but were unlikely to be successful in Introduction to Statistics and Trigonometry. Nearly ninety percent of the students, who enrolled in another mathematics course during the four-year period following their Intermediate Algebra class, took that subsequent class within one year of completing the Intermediate Algebra class. Sixty-two percent of the students who waited more than a year to enroll in a subsequent mathematics course successfully completed that class. The distribution of these successful students over the semesters from Spring, 2004 through Spring, 2006 did not suggest that students were less likely to succeed if they chose a longer delay between their Intermediate Algebra course and their subsequent mathematics course. Appended is: Distribution of Fall, 2002 Intermediate Algebra (Math 253) Students Categorized by the Grade Earned in Math 253 and the Subsequent Mathematics Course Taken in the South Orange County Community College District. (Contains 15 tables.).
Author: Laurence F. Johnson
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 390
Get Book Here
Book Description
The study explored the relationship between student academic performance in an exit-level, developmental mathematics course and subsequent academic performance in a college-level mathematics course. Using an ex post facto research design, the study focused specifically on the influence of three sets of factors: (a) demographic characteristics, (b) "stopping-out," and (c) the developmental course. The criterion variables were college-level performance, defined in terms of the student's course grade, and college-level persistence, defined in terms of whether or not the student officially withdrew from the course. A convenience sample of 824 community college students who had completed both the exit-level developmental mathematics course and the entry-level college course during a three-year period from fall 1989 to summer 1992 was used for the data set; the students in the set were shown to be similar to several populations of developmental students. Discriminant function analysis indicated that the data supported the hypotheses. The discriminant function was calibrated on 364 cases randomly selected from the data set; the remainder of the cases were used to cross-validate the results. Cross-validated correct classification rates of 76.74% for academic success and 81.09% for persistence were obtained. The major conclusions of the study were: (1) Developmental course performance is a significant discriminator of college-level mathematics performance and persistence. (2) The length of time a student allows to pass between exiting the developmental course and entering the college-level course is a negatively related discriminator of both college-level performance and persistence. (3) Student age is a positively related discriminator of college-level mathematics performance. (4) The number of attempts at the developmental course is a negatively related discriminator of persistence. (5) African American completers of developmental mathematics appear to be more likely to withdraw from entry-level college mathematics than developmental completers in other ethnic groups. (6) Poor performance in exit-level developmental mathematics greatly increases the risk of failure or attrition for students in entry-level college mathematics. The implications of these results and those of several post hoc analyses were discussed in terms of their theoretical and applied contributions, the limitations of the study were detailed, and suggestions made for future research.
Author: Sherri Messersmith
Publisher: McGraw-Hill Education
ISBN: 9780073406176
Category : Mathematics
Languages : en
Pages : 0
Get Book Here
Book Description
Building a Better Path To Success! Connecting Knowledge – Sherri prepares her students for success by refreshing their knowledge of arithmetic. By helping students see the connection between arithmetic and algebra, Sherri found that her students were more confident in their abilities as they progressed through the course. This classroom tested practice was integrated into the texts so that both instructors and students could benefit. Messersmith accomplishes this by including arithmetic examples for most sections before the use of algebraic examples. Also, the author has developed through classroom use a series of Basic Skills Worksheets that can easily be integrated into the classroom. Presenting Concepts in “Bite Size” Pieces – By breaking down the sections into manageable pieces, the author has identified the core places where students traditionally struggle and then assists them in understanding that material to be successful moving forward. Mastering Concepts - With the textbook and Connect Mathematics hosted by ALEKS, a new online homework and assessment tool, students can practice and master their understanding of algebraic concepts. Messersmith is rigorous enough to prepare students for the next level yet easy to read and understand. The exposition is written as if a professor is teaching in a lecture to be more accessible to students. The language is mathematically sound yet easy enough for students to understand.
Author:
Publisher: Elsevier
ISBN: 0080461883
Category : Science
Languages : en
Pages : 307
Get Book Here
Book Description
This book contains selected papers from the First International Conference on the Ontology of Spacetime. Its fourteen chapters address two main questions: first, what is the current status of the substantivalism/relationalism debate, and second, what about the prospects of presentism and becoming within present-day physics and its philosophy? The overall tenor of the four chapters of the book’s first part is that the prospects of spacetime substantivalism are bleak, although different possible positions remain with respect to the ontological status of spacetime. Part II and Part III of the book are devoted to presentism, eternalism, and becoming, from two different perspectives. In the six chapters of Part II it is argued, in different ways, that relativity theory does not have essential consequences for these issues. It certainly is true that the structure of time is different, according to relativity theory, from the one in classical theory. But that does not mean that a decision is forced between presentism and eternalism, or that becoming has proved to be an impossible concept. It may even be asked whether presentism and eternalism really offer different ontological perspectives at all. The writers of the last four chapters, in Part III, disagree. They argue that relativity theory is incompatible with becoming and presentism. Several of them come up with proposals to go beyond relativity, in order to restore the prospects of presentism. · Space and time in present-day physics and philosophy · Introduction from scratch of the debates surrounding time · Broad spectrum of approaches, coherently represented
Author: Lawrence J. Gitman
Publisher:
ISBN: 9781947172555
Category : Business
Languages : en
Pages : 732
Get Book Here
Book Description
Introduction to Business covers the scope and sequence of most introductory business courses. The book provides detailed explanations in the context of core themes such as customer satisfaction, ethics, entrepreneurship, global business, and managing change. Introduction to Business includes hundreds of current business examples from a range of industries and geographic locations, which feature a variety of individuals. The outcome is a balanced approach to the theory and application of business concepts, with attention to the knowledge and skills necessary for student success in this course and beyond.
Author: Natalie Angier
Publisher: HMH
ISBN: 0547348568
Category : Science
Languages : en
Pages : 305
Get Book Here
Book Description
The New York Times bestseller that makes scientific subjects both understandable and fun: “Every sentence sparkles with wit and charm.” —Richard Dawkins From the Pulitzer Prize–winning New York Times science journalist and bestselling author of Woman, this is a playful, passionate guide to the science all around us (and inside us)—from physics to chemistry, biology, geology, astronomy, and more. Drawing on conversations with hundreds of the world’s top scientists, Natalie Angier creates a thoroughly entertaining guide to scientific literacy. For those who want a fuller understanding of some of the great issues of our time, The Canon offers insights on stem cells, bird flu, evolution, and global warming. For students—or parents whose kids ask a lot of questions about how the world works—it brings to life such topics as how the earth was formed, or what electricity is. Also included are clear, fascinating explanations of how to think scientifically and grasp the tricky subject of probability. The Canon is a joyride through the major scientific disciplines that reignites our childhood delight and sense of wonder—and along the way, tells us what is actually happening when our ice cream melts or our coffee gets cold, what our liver cells do when we eat a caramel, why the horse is an example of evolution at work, and how we’re all really made of stardust.
Author: J. Reid Meloy
Publisher: Oxford University Press
ISBN: 0198043716
Category : Psychology
Languages : en
Pages : 493
Get Book Here
Book Description
Public figures require attention, whether from a constituency who votes them in or out of office, shareholders who decide their economic benefit to the corporation, or fans who judge their performances. However, on the periphery of this normal attention resides a very real risk; that of a much smaller group of individuals who lack the ability to discriminate between their own private fantasies and the figure's public behavior. They may be personally insulted by perceived betrayal, fanatically in love due to a perceived affectionate or sexual invitation, or simply preoccupied with the daily life of the public figure. Such individuals may fixate and do nothing more. Others communicate or approach in a disturbing way. A few will threaten. And on rare occasions, one will breach the public figure's security perimeter and attack. Stalking, Threatening, and Attacking Public Figures is a comprehensive survey of the current knowledge about stalking, violence risk, and threat management towards public figures. With contributions from forensic psychologists and psychiatrists, clinicians, researchers, attorneys, profilers, and current and former law enforcement professionals, this book is the first of its kind, international in scope, and rich in both depth and complexity. The book is divided into three sections which, in turn, focus upon defining, explaining, and risk managing this increasingly complex global reality. Chapters include detailed case studies, analyses of quantitative data, reflections from attachment theory and psychoanalytic thought, descriptions of law enforcement and protective organization activities, mental health and psychiatric categorizations and understandings, consideration of risk assessment models and variables, victim perspectives, and others.
Author: Earlham College
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 56
Get Book Here
Book Description
Author:
Publisher: GMAT Club
ISBN: 1456457810
Category : Study Aids
Languages : en
Pages : 272
Get Book Here
Book Description
- The most comprehensive GMAT Grammar book - 500+ exercises and 500+ test questions in this 294 page book!- Covers all tested subjects from Articles to Parallelism but excludes some of the ones not covered- List of common idioms (plus examples), prepositions, commonly confused, misused words- Includes 3 tests
Author: Stan Baronett
Publisher: Pearson Education India
ISBN: 9788131721032
Category : Logic
Languages : en
Pages : 480
Get Book Here
Book Description
