Download or read book A Structural Model of Factors Relating to Success in Calculus College Algebra and Developmental Mathematics written by Barbara Sunderland Rives and published by . This book was released on 1992 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Journal for Research in Mathematics Education written by and published by . This book was released on 1994 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Relationship of performance in developmental mathematics to academic success in intermediate algebra written by Laurence F. Johnson and published by . This book was released on 1993 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Structural Equation Model of the Factors Impacting Problem Success of Algebra Word Problems written by Kenny H. Kim and published by . This book was released on 2007 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Factors Related to Successful Completion of Developmental Mathematics Courses written by Jason Bagley and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Dweck's mindset, math anxiety, multiplication skills, and attitudes toward mathematics were measured and used to predict student success in developmental math courses as measured by percent of points earned and pass rates. A pre/post survey design research study was conducted with students in Math 990, Math 1010, and Math 1050 at Utah State University. Data were analyzed using linear regression to predict percent of points earned and logistic regression to predict pass rates. Math anxiety was found to have a large and statistically signicant negative effect on student course grades and pass rates. Dweck's mindset was found to be a strong predictor of student success. Multiplication skills were related to student success as measured in percent of points earned in the course, particularly in beginning algebra courses. Students' attitudes toward mathematics, particularly perceived ability and interest in mathematics, predicted very large differences in student achievement and pass rates. The data supported claims that anxiety impacts students' ability to do mathematics and achieve. Dweck's research on mindset and previous research was also supported through the analyses performed. Evidence supports previously made attempts at interventions targeted toward student anxiety and changing students' mindset, as noted by Hattie and Dweck.

Download or read book Structural equation model of cognitive and non cognitive factors affecting business students mathematics achievement written by Ronaldo A. Manalo and published by . This book was released on 2011 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aimed to investigate the different cognitive and non-cognitive factors affecting the mathematics of 276 out of 929 regular second year regular students of the College of Commerce and Business Administration at the University of Santo Tomas for the academic year 2010-2011 who were selected using stratified sampling. The descriptive-correlational design was used in this study. Findings revealed that 62.3% of the respondents are females, 70.3% finished their secondary education in private sectarian schools and only 7.6% graduated from a public school. The average IQ is 103 with 2% having superior IQ and 3% having poor IQ. Their previous average grades were 85.5%, 82.5%, and 83.5% for College Algebra, Mathematics of Investment, and Mathematical Analysis in Business respectively. They also obtained an average of 85% in the two English courses in the Basic Business Education Curriculum. The entrance test results showed that students obtained higher rating in mathematics than in English. It was found that there is significant difference in the mathematics achievements when students are grouped according to type of high school attended and entry status in college. Both cognitive and non-cognitive factors when taken collectively have impact on the mathematics achievement. All the cognitive and affective factors investigated in this study are significantly related to mathematics achievement. The structural equation model revealed that IQ, previous mathematics grades, and entrance test result in mathematics are good predictors mathematics achievement. The structural equation model revealed that IQ, previous mathematics grades, and entrance test result in mathematics are good predictors mathematics achievement. Therefore, it is very important that in planning, teachers should consider not only the cognitive skills but also the non-cognitive factors proved to be related to achievement in order to have a substantial academic progress.

Download or read book Factors that Affect Success in a Developmental Mathematics Course at an Arkansas Two year College written by David Mayes and published by . This book was released on 2015 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Gaps in Developmental Mathematics Course Sequence Impede Success in College Algebra written by Hector Espinosa Gonzales and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Insights and Recommendations from the MAA National Study of College Calculus written by David M. Bressoud and published by . This book was released on 2015 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Preparedness Self efficacy and Math Anxiety on the Success of African American Males in Developmental Mathematics at a Community College written by Vincent M. Bates and published by . This book was released on 2007 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: If African American Males hope to become viable and productive members of the global marketplace of the 21st century, they must find avenues to consistently improve their likelihood of achieving success within academia. For the past twenty years, reports from the United States Department of Education and research from scholars such as McCabe, Hampton, and Steele all reflect the widening achievement gap in education between ethnic and racial minorities and the White majority. When different ethnic and racial sub-groups were examined, African American Males were found to be the lowest achievers; furthermore, African American Males made up the largest percentage of students in developmental mathematics.

Download or read book Research and Development in University Mathematics Education written by Viviane Durand-Guerrier and published by Routledge. This book was released on 2021-04-15 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the last thirty years or so, the need to address the challenges of teaching and learning mathematics at university level has become increasingly appreciated by university mathematics teachers, and beyond, by educational institutions around the world. Indeed, mathematics is both a condition and an obstacle to success for students in many educational programmes vital to the 21st century knowledge society, for example in pure and applied mathematics, engineering, natural sciences, technology, economics, finance, management and so on. This breadth of impact of mathematics implies the urgency of developing research in university mathematics education, and of sharing results of this research widely. This book provides a bespoke opportunity for an international audience of researchers in didactics of mathematics, mathematicians and any teacher or researcher with an interest in this area to be informed about state-of-the-art developments and to heed future research agendas. This book emerged from the activities of the research project INDRUM (acronym for International Network for Didactic Research in University Mathematics), which aims to contribute to the development of research in didactics of mathematics at all levels of tertiary education, with a particular concern for the development of early-career researchers in the field and for dialogue with university mathematicians. The aim of the book is to provide a deep synthesis of the research field as it appears through two INDRUM conferences organised in 2016 and 2018. It is an original contribution which highlights key research perspectives, addresses seminal theoretical and methodological issues and reports substantial results concerning the teaching and learning of mathematics at university level, including the teaching and learning of specific topics in advanced mathematics across a wide range of university programmes.

Download or read book Psychoeducational Factors Determining the Pathway to Completion of the College Algebra Requirement for College Students written by Andrew J. Knoop and published by . This book was released on 2003 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This exploratory study seeks to determine which sources of individual differences influence the successful completion of the college algebra mathematics requirement. For some college students, the alternative pathways to earning college algebra course credit are time consuming, costly, and frustrating. Students who have difficulty with college-level mathematics are faced with having to extend enrollment periods or drop out of college altogether. Previous research has identified four sources of individual differences that impact success in college-level mathematics courses (working memory ability, previous math exposure, math fact automaticity, and degree of inattention). A discriminant function analysis was performed using these four psychoeducational variables to predict membership in three groups that represent varying success in completing the college algebra requirement: (a) the Math 5 group, (b) the Fail Math 10 group, and (c) the Pass Math 10 group. Results indicate that the discriminant functions obtained using the four sources of individual differences do not significantly predict group membership. Post-hoc analyses intended to increase the researcher's understanding of the pathway groups and predictor variables reveal promising results for future research using working memory and math exposure measures.

Download or read book A STRUCTURAL EQUATION MODELING STUDY FACTORS RELATED TO MATHEMATICS AND GEOMETRY ACHIEVEMENT ACROSS GRADE LEVELS written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The factors related to mathematics and geometry achievement were modeled in this study. It was based on the data obtained from the Student Assessment Program carried out by Ministry of National Education. Mathematics achievement tests and student questionnaires of each grade were analyzed by using principal component analysis to obtain different dimensions that are expected to be related with student achievement. Before the principal component analysis, a content based evaluation of the content of the mathematics achievement tests was actualized and the items were grouped as mathematics and geometry. Regarding the student questionnaire socio-economic status, perception of success and interest toward mathematics and science, student-centered activities and teacher-centered activities in the classroom were identified as factors through the principal component analysis. Thereafter, three models were designed and tested by structural equation modeling technique (SEM) using LISREL 8.54. Path analysis with latent variables was used for testing the models. The following results were obtained in the study. In all of the models, socioeconomic status had a positive impact on the mathematics and geometry achievement of the students for all the grade levels examined. Teacher centered activities were found to be positively related with the students’ success of mathematics and geometry. On the other hand, student centered activities intended to have a negative relation with mathematics and geometry achievement. As the other variables were considered, an increase on the mathematics and geometry scores of the students’ was observed in all grade levels with the increase in the perception of success and interest toward mathematics and science.

Download or read book The Important Role of Institutional Data in the Development of Academic Programming in Higher Education written by Sydney Freeman, Jr. and published by John Wiley & Sons. This book was released on 2016-06-17 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Institutional data is one of the important aspects that informs the development and sustainability of academic programming within the academy. Centrality of institutional data is key when making decisions related to a range of academic programs. This volume addresses with both depth and breadth: various types of academic programing (i.e. academic degrees, research centers/institutes), diverse institutional types including community colleges, doctoral/research universities, minority-serving and for-profit institutions, and concrete examples and steps regarding how to utilize institutional data to improve academic planning and development. This is the 168th volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: