Author: Rebecca S. Shepherd
Publisher:
ISBN:
Category :
Languages : en
Pages : 58
Book Description
The Effects of Tutoring on Developmental Mathematics Students at the University of Maryland, College Park
Author: Rebecca S. Shepherd
Publisher:
ISBN:
Category :
Languages : en
Pages : 58
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 58
Book Description
The Effects of Tutoring in Developmental Mathematics on the Academic Performance, Attrition, and Attitudes of Community College Students
Author: Robert Archibald Carman
Publisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 346
Book Description
Publisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 346
Book Description
Effects of Peer Tutoring on Passing Developmental Mathematics
Author: Geoffrey Thames
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The Impact of Instruction Incorporating Content Area Reading Strategies on Student Mathematical Achievement in a Community College Developmental Mathematics Course
Author: Amber Heller Rust
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The Impact of Peer Tutoring and Lecture Methods in Urban College Developmental Mathematics Courses on Student Academic Performance
Author: Waltine M. Bourgeois
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 100
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 100
Book Description
The Effects of Study Skills Instruction on the Academic Performance of Developmental Mathematics Students in an Urban University
Author: Frankie L. Patterson
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 242
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 242
Book Description
The effects of developmental mathematics on student performance at an open admissions university
Author: Carole McGarr Efird
Publisher:
ISBN:
Category :
Languages : en
Pages : 278
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 278
Book Description
Effects of Departmental and Institutional Policies on Developmental Mathematics Students
Author: Garth B. Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Arkansas Department of Higher Education data show that approximately 75% of Arkansas community college students are required to take at least one developmental education class (Arkansas Higher Education Coordinating Board, 2012, p. 7.2). This is significantly higher than the approximately 30% average (Provasnik & Planty, 2008, p. 11) of community college students across the US. Developmental mathematics is the most commonly needed subject within Arkansas, with over 40% of community college students enrolling in at least one developmental mathematics course (Arkansas Higher Education Coordinating Board, 2012, p. 7.3). Despite being common, few institutions that teach Developmental Education perform and then publish research about the success (or non-success) of their students. Although limited studies are available concerning specific areas, no existing studies evaluate all of the departmental and institutional policies for a single population. Specifically, this study evaluated the association between the institutional and departmental policies that developmental mathematics students encounter with their final grades and success in their classes. This study evaluated these policies applied to the developmental mathematics program at one small community college in the Arkansas Delta—Mid-South Community College. These policies include Math Placement Tests, Incomplete Policy, Continue Policy, and Persistence Policy. This analysis used a Systems Theory theoretical approach to evaluate three research questions: Were placement tests associated with mathematical success in the current class? In their next class? Was the Incomplete policy associated with long-term mathematical success? Was student rate of progress associated with mathematical success? This analysis used the Registrar’s archival data which included 11,226 classes taken by 5,489 students over 23 semesters, analyzed through Frequency Analysis and Linear Regression Analysis. This study concluded that Math Placement Tests were weakly linked to student success, Incompletes were linked to mixed success in students’ current class and lower success in the student’s next class, and students with a slow rate of progress had lower grades than those who completed classes quickly.
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Arkansas Department of Higher Education data show that approximately 75% of Arkansas community college students are required to take at least one developmental education class (Arkansas Higher Education Coordinating Board, 2012, p. 7.2). This is significantly higher than the approximately 30% average (Provasnik & Planty, 2008, p. 11) of community college students across the US. Developmental mathematics is the most commonly needed subject within Arkansas, with over 40% of community college students enrolling in at least one developmental mathematics course (Arkansas Higher Education Coordinating Board, 2012, p. 7.3). Despite being common, few institutions that teach Developmental Education perform and then publish research about the success (or non-success) of their students. Although limited studies are available concerning specific areas, no existing studies evaluate all of the departmental and institutional policies for a single population. Specifically, this study evaluated the association between the institutional and departmental policies that developmental mathematics students encounter with their final grades and success in their classes. This study evaluated these policies applied to the developmental mathematics program at one small community college in the Arkansas Delta—Mid-South Community College. These policies include Math Placement Tests, Incomplete Policy, Continue Policy, and Persistence Policy. This analysis used a Systems Theory theoretical approach to evaluate three research questions: Were placement tests associated with mathematical success in the current class? In their next class? Was the Incomplete policy associated with long-term mathematical success? Was student rate of progress associated with mathematical success? This analysis used the Registrar’s archival data which included 11,226 classes taken by 5,489 students over 23 semesters, analyzed through Frequency Analysis and Linear Regression Analysis. This study concluded that Math Placement Tests were weakly linked to student success, Incompletes were linked to mixed success in students’ current class and lower success in the student’s next class, and students with a slow rate of progress had lower grades than those who completed classes quickly.
Comprehensive Dissertation Index
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
Book Description
The Effects of Math Confidence/study Skills Instruction on the Mathematics Achievement Attitudes and Study Skills Behavior of Remedial Math College Students
Author: Orian Langley Hight
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 744
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 744
Book Description