Intermediate Algebra as a Predictor of Success in College-level Math Courses PDF Download
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Author: Bei Xu
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 70
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Book Description
Describes use of SAS 6.12 to derive data from University of Central Oklahoma and Rose State College databases containing college student information of Intermediate Algebra, college-level math courses, and Computerized Placement Test (CPT) scores. Analyzes data by applying Chi-square test, correlation test and analysis of variance to determine if there is a correlation between taking a remedial algebra course, or CPT score, and grade levels obtained in subsequent college-level mathematics courses.
Author: Bei Xu
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 70
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Book Description
Describes use of SAS 6.12 to derive data from University of Central Oklahoma and Rose State College databases containing college student information of Intermediate Algebra, college-level math courses, and Computerized Placement Test (CPT) scores. Analyzes data by applying Chi-square test, correlation test and analysis of variance to determine if there is a correlation between taking a remedial algebra course, or CPT score, and grade levels obtained in subsequent college-level mathematics courses.
Author: George Woodbury
Publisher: Addison-Wesley Professional
ISBN: 9780321459558
Category : Algebra
Languages : en
Pages : 878
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Book Description
Author: Sherri Messersmith
Publisher:
ISBN: 9780077483784
Category : Algebra
Languages : en
Pages : 0
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Book Description
"After having written five developmental algebra textbooks, I decided to team up with Larry Perez from Saddleback College in California to write a paperback series beginning with Basic College Math or arithmetic. We know, first-hand, that teaching developmental mathematics is about so much more than the math. Today, many of our students are also in developmental reading and/or writing courses, so they don't read well. Many students are poor note-takers, do not know how to read/use a textbook, have poor study skills, and have never learned time-management skills. Instructors know that a major reason for high failure rates in developmental math courses is due to the fact that many of our students do not know how to be college students. They don't want to fail, they just don't know how to succeed! Larry and I have adapted what we do in the classroom to try to address the non-math needs of our students. But, we wondered, how can we do this in a textbook? Enter P.O.W.E.R.P.O.W.E.R. is a five-step process to promote learning and critical thinking. Each step in the process--Prepare, Organize, Work, Evaluate, and Rethink--provides students with a proven framework that will help them achieve academic success. P.O.W.E.R. maximizes the success of students by using a research-based "best practices" approach. It is a scientifically-based framework promoting student success, with each step in the process based on empirical research findings related to students' academic performance in a college environment"--
Author: Laurence F. Johnson
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 390
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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: Steven C. Sworder
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
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Book Description
Background: The Mathematics Department at Saddleback College created a 3-units intermediate algebra course as an alternative to the traditional 5-units intermediate algebra course. Forty percent of the material in the traditional course was composed of review topics from beginning algebra. The 3-units course did not contain that rehash of beginning algebra topics. With the review sections removed, the new course required only 3-units to cover the topics unique to intermediate algebra. It was felt that a 3-units version of intermediate algebra would be easier for students not needing a review of beginning algebra to fit into their class schedules. Additionally, the 3-units course would be less expensive for students who needed credit for an intermediate algebra course. Also the 3-units course would be less expensive than the traditional 5-units course for the college to offer. Purpose: The purpose was to determine the effectiveness of the 3-units intermediate algebra course in preparing students for success in the transferable mathematics course of their choice. Setting: Saddleback College, Mission Viejo, CA, Fall 2006 semester through the Spring 2008 semester. Study Sample: 171 students participated in this study. Research Design: Descriptive. Data Collection and Analysis: The success (grade of C or higher) of students in a subsequent mathematics course was observed and compared with the success rate of students from the traditional 5-units intermediate algebra course. Findings: Students who completed the 3-units intermediate algebra course were as likely to be successful in their subsequent mathematics course as were those who had completed the traditional 5-units intermediate algebra course. Conclusion: The Mathematics Department at Saddleback College should increase the number of offered sections of the 3-units intermediate algebra course and actively promote enrollment in that course by students with a solid understanding of the topics of beginning algebra. Citation: Steven C. Sworder, Mathematics Department, Saddleback College, Mission Viejo, CA 92780. Distribution of Intermediate Algebra Accelerated (Math 255) Students Categorized by the Grade Earned in Math 255 and the Subsequent Mathematics Course Taken in the South Orange County Community College District is appended.
Author: Robert F. Blitzer
Publisher: Pearson
ISBN: 9780134180793
Category :
Languages : en
Pages : 0
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Book Description
NOTE: The Print Offer, available exclusively to MyLab users, features the same content as the traditional bound text in a convenient, three-hole-punched, loose-leaf format. Before purchasing, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. For courses in intermediate algebra. Gets them engaged. Keeps them engaged. Bob Blitzer's use of realistic applications instantly piques students' curiosity about the presence of mathematical concepts in the world around them. These applications are apparent throughout the entire program--from his relatable examples, friendly writing style, and thought-provoking features in the textbook, to the enhanced digital resources in the MyLab(tm) Math course. Blitzer pulls from topics that are relevant to college students, often from pop culture and everyday life, to ensure that students will actually use their learning resources to achieve success. With an expansion of the series to now include a Developmental Math "all-in-one" text (with content spanning prealgebra through intermediate algebra), and with an enhanced media program accompanying this revision, developmental students at all levels will see how math applies to their daily lives and culture. 0134180798 / 9780134180793 Print Offer for Intermediate Algebra for College Students, 7/e
Author: JoAnne Thomasson
Publisher: Prentice Hall
ISBN: 9780132215176
Category : Algebra
Languages : en
Pages : 0
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Book Description
Intended for a 2-semester sequence of Introductory and Intermediate Algebra where students get a solid foundation in algebra with early and frequent exposure to functions and an empasis on modeling with full integration of the graphing calculator. The goal is to prepare them for success in College Algebra or their next math course.
Author: Robert S. Feldman
Publisher: McGraw-Hill Education
ISBN: 9781260225358
Category : Mathematics
Languages : en
Pages : 0
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Book Description
Author: Mark Dugopolski
Publisher: McGraw-Hill Science/Engineering/Math
ISBN: 9780072934731
Category : Mathematics
Languages : en
Pages : 904
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Book Description
Intermediate Algebra is designed to provide your students with the algebra background needed for further college-level mathematics courses. The unifying theme of this text is the development of the skills necessary for solving equations and inequalities, followed by the application of those skills to solving applied problems. The primary goal in writing the third edition of Intermediate Algebra has been to retain the features that made the second edition so successful, while incorporating the comments and suggestions of second-edition users. Many new features have been provided that will help instructors reach the goals that they have set for their students. As always, the author endeavors to write texts that students can read, understand, and enjoy, while gaining confidence in their ability to use mathematics.
Author: George Woodbury
Publisher: Pearson
ISBN: 9780134758978
Category : Algebra
Languages : en
Pages : 0
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Book Description
For courses in Intermediate Algebra or STEM Pathways. Prepare them for College Algebra - inspire them for STEM paths George Woodbury's Intermediate Algebra: A STEM Approach empowers future STEM (Science, Technology, Engineering, and Math) students with the mathematical skills necessary to be successful in both College Algebra and their ultimate field of study. Woodbury believes that any student can pursue a STEM career, and as such, exposes students to a broad understanding of STEM disciplines and the growing opportunities in STEM fields. STEM-focused career spotlights and interesting applications motivate students along their path, while highlighting the relevance of the mathematical skills for future STEM courses and careers. The program also prepares students for their college-level math sequence by making clear connections between Intermediate Algebra and subsequent math courses. Intermediate Algebra: A STEM Approach offers market-leading content from a preeminent author-educator, tightly integrated with the #1 choice in digital learning - MyLab(TM) Math. Also available with MyLab Math MyLab(TM) is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student.Bringing George Woodbury's voice and approach into the MyLab course - through video support, relevant exercises, and STEM-driven resources - gives students the support to be successful on their STEM pathway. Learn more about MyLab Math.
