Download or read book An Evaluation of the Emporium Model as a Tool for Increasing Student Performance in Developmental Mathematics and College Algebra written by James K. Vallade and published by . This book was released on 2013 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the emporium model in an effort to determine the effectiveness of this strategy in increasing student performance in a developmental mathematics course as well as preparing students for a college-level mathematics course. The target population for this study was all community colleges that have redesigned their developmental mathematics courses based upon the emporium model. Each of the three community colleges included in this study provided data on student performance in both Intermediate algebra and college algebra. This study utilized a causal-comparative research design, and both a chi square analysis and independent samples t-test were employed to answer the research questions. The results show that students who took Intermediate algebra in an emporium format had passing rates that were higher than students who took the course in another format. Additionally, students who completed Intermediate algebra in the emporium format had higher passing rates and significantly higher mean grades in college algebra than students who did not complete intermediate algebra in the emporium format. Implications and recommendations for further research are included.

Download or read book Learning Online written by Barbara Means and published by Routledge. This book was released on 2014-04-03 with total page 373 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when more and more of what people learn both in formal courses and in everyday life is mediated by technology, Learning Online provides a much-needed guide to different forms and applications of online learning. This book describes how online learning is being used in both K-12 and higher education settings as well as in learning outside of school. Particular online learning technologies, such as MOOCs (massive open online courses), multi-player games, learning analytics, and adaptive online practice environments, are described in terms of design principles, implementation, and contexts of use. Learning Online synthesizes research findings on the effectiveness of different types of online learning, but a major message of the book is that student outcomes arise from the joint influence of implementation, context, and learner characteristics interacting with technology--not from technology alone. The book describes available research about how best to implement different forms of online learning for specific kinds of students, subject areas, and contexts. Building on available evidence regarding practices that make online and blended learning more effective in different contexts, Learning Online draws implications for institutional and state policies that would promote judicious uses of online learning and effective implementation models. This in-depth research work concludes with a call for an online learning implementation research agenda, combining education institutions and research partners in a collaborative effort to generate and share evidence on effective practices.

Download or read book SUPPORTING MATH EMPORIUM STUDENTS LEARNING THROUGH SHORT INSTRUCTIONAL OPPORTUNITIES written by Andrea Alt and published by . This book was released on 2017 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focuses on the concept of including traditional math classroom experiences in a math emporium College Algebra II course. The aim of the study was to gain an insight into the opinions of students about which emporium structure they prefer as well as which they believe they can be more successful in. Also, this study analyzed emporium students' academic success in both scenarios. To accomplish these goals, two sections of College Algebra II in the math emporium were offered the option to attend traditional classroom experiences (called short instructional lessons) led by the instructor during the fall semester of 2016. The participants were enrolled in one of the two classes taught by the researcher and used MyLabsPlus as the instructional software package. The treatment group consisted of the students who self-selected to attend the short instructional lessons, thus the control group was the students whom did not attend. Mathematics achievement was measured by a comprehensive final exam. Achievement data was collected prior to any short instructional lessons and at the end of the study. Students' attitudes towards the math emporium, mathematics, and the short instructional lessons were measured throughout the semester using surveys in Qualtrics. Analysis of Variance (ANOVA) was used to determine whether there were significant differences in academic achievement in the control and treatment groups. A Chi-squared Test was preformed to decide if there was a significant change in the students' beliefs on the helpfulness of the short instructional lessons through out the course of the study. A correlation was used to determine whether there was a significant relationship between student achievement in College Algebra II and the number of short instructional lessons attended. A coding scheme was used to track the common themes from the students' free responses in the Qualtrics surveys. Results of the ANOVA tests indicated a significant difference in academic achievement between the control and treatment groups. Students who attended 4 or more of the short instructional lessons earned a significantly higher final grade than those students who did not attend. Results of the correlation showed a weak, positive relationship between student academic achievement and the number of short instructional lesson attended. Through the coding scheme four common themes emerged from students' responses in regards to the short instructional lessons, the math emporium, and mathematics in general. The most cited of these common themes being that the addition of the short instructional lessons was beneficial and added value and enjoyment to the math emporium environment.

Download or read book Inclusion of Metacognitive and Study Skills in Developmental Mathematics Courses Using the Emporium Model written by Janette P. Wilkinson and published by . This book was released on 2014 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if including instruction in metacognitive and study skills within developmental mathematics courses which are based on the Emporium model would improve the pass rate of the developmental students.

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 Preparing Students for College and Careers written by Katie Larsen McClarty and published by Routledge. This book was released on 2017-08-22 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preparing Students for College and Careers addresses measurement and research issues related to college and career readiness. Educational reform efforts across the United States have increasingly taken aim at measuring and improving postsecondary readiness. These initiatives include developing new content standards, redesigning assessments and performance levels, legislating new developmental education policy for colleges and universities, and highlighting gaps between graduates’ skills and employers’ needs. In this comprehensive book, scholarship from leading experts on each of these topics is collected for assessment professionals and for education researchers interested in this new area of focus. Cross-disciplinary chapters cover the current state of research, best practices, leading interventions, and a variety of measurement concepts, including construct definitions, assessments, performance levels, score interpretations, and test uses.

Download or read book Community College Mathematics written by Brian Cafarella and published by CRC Press. This book was released on 2022-06-29 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the rich history of community college math with a specific focus on gatekeeper math classes. Gatekeeper math classes include courses such as college algebra, introduction to statistics, and all developmental math classes. For community colleges, successful completion of these classes is imperative for student retention. This book presents a decade-by-decade analysis of the history of community college mathematics. The author employs a mix of conceptual, empirical, and quantitative research. The empirical research stems from interviews with 30 community college faculty members from seven community colleges. From the 1970s to the pandemic in the early 2020s, the book explores math curricula as well as trends, initiatives, teaching practices, and mandates that have impacted community college math. The positives and negatives of such trends, initiatives, and mandates are presented along with suggestions on how to apply such knowledge going forward. The author addresses the key questions: How can we build a future model for community college gatekeeper math classes that is both successful and sustainable? Additionally, how can we learn from the past and the present to build such a model? This book will be ideal for students in graduate programs focusing on community college leadership or developmental education leadership as well as all those hoping to improve success rates in community college mathematics programs.

Download or read book Broadening Participation in STEM written by Zayika Wilson-Kennedy and published by Emerald Group Publishing. This book was released on 2019-02-28 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reports on high impact educational practices and programs that have been demonstrated to be effective at broadening the participation of underrepresented groups in the STEM disciplines.

Download or read book Journal of Developmental Education written by and published by . This book was released on 2017 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Developmental Education written by Hunter R. Boylan and published by Bedford/St. Martin's. This book was released on 2014-02-14 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental Education: Readings on Its Past, Present, and Future offers twenty-two selections on historical efforts to serve underprepared students, on the state of developmental education today, and on innovative practices and possible directions for the future. Compiled by Hunter R. Boylan, Director of the National Center for Developmental Education (NCDE) and a professor of Higher Education at Appalachian State University, and Barbara S. Bonham, a professor in the Department of Leadership and Educational Studies at Appalachian State University, each chapter also includes introductions and questions for discussion and reflection.

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 Honored but Invisible written by W. Norton Grubb and published by Routledge. This book was released on 2002-06-01 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on the most extensive research on community college teaching to date, this book examines the nature of teaching and the institutional forces that shape it in a variety of course settings, ranging from innovative approaches to complex subjects to conventional didactic instruction. Drawing on observations of and interviews with over 300 instructors and administrators, this book documents the idiosyncratic instructional practices of teachers who learn to teach primarily by trial and error. It argues that in order to realize their enormous potential, community colleges must take greater advantage of the many institutional influences on the quality of teaching--such as personnel policies, instructor training, and the culture established by administrators--only then will they be able to successfully carry out their many roles in both mainstream education and in workforce development.

Download or read book Minority Serving Institutions written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-02-05 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are over 20 million young people of color in the United States whose representation in STEM education pathways and in the STEM workforce is still far below their numbers in the general population. Their participation could help re-establish the United States' preeminence in STEM innovation and productivity, while also increasing the number of well-educated STEM workers. There are nearly 700 minority-serving institutions (MSIs) that provide pathways to STEM educational success and workforce readiness for millions of students of colorâ€"and do so in a mission-driven and intentional manner. They vary substantially in their origins, missions, student demographics, and levels of institutional selectivity. But in general, their service to the nation provides a gateway to higher education and the workforce, particularly for underrepresented students of color and those from low-income and first-generation to college backgrounds. The challenge for the nation is how to capitalize on the unique strengths and attributes of these institutions and to equip them with the resources, exceptional faculty talent, and vital infrastructure needed to educate and train an increasingly critical portion of current and future generations of scientists, engineers, and health professionals. Minority Serving Institutions examines the nation's MSIs and identifies promising programs and effective strategies that have the highest potential return on investment for the nation by increasing the quantity and quality MSI STEM graduates. This study also provides critical information and perspective about the importance of MSIs to other stakeholders in the nation's system of higher education and the organizations that support them.

Download or read book A Mixed Methods Approach to the Effectiveness of Corequisite Developmental Mathematics Classes written by John Hamman and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed method study is to determine the effectiveness of the corequisite model on collegiate mathematics developmental education. Corequisite models are designed to allow students who place into pre-college level courses to complete the prerequisite material and college-level coursework simultaneously in their first semester. Traditionally, especially at open-access institutions like many of our nation's community colleges, students placed into developmental courses, are often charged full tuition to repeat coursework already completed in high school, wasting both time and money for the student. In this accelerated model, students who need remediation receive "just-in-time" delivery of remedial content, often from the same instructor as the college-level class they are enrolled in. This saves the student from having to face a long sequence of developmental courses and the challenges of re-enrolling in multiple semesters. The primary research question to compare how corequisite students' feelings about the subject matter differ from their peers who took a traditional developmental math sequence and if this approach helps close the achievement gaps between racial groups in mathematics. Developmental classes, which were originally designed to help underprepared students succeed in college, have become a substantial academic and financial barrier for students, especially those from historically underrepresented categories and corequisite course can hopefully fulfill that original purpose with more equitable and favorable results.

Download or read book Phenomenological Research Methods written by Clark Moustakas and published by SAGE Publications. This book was released on 1994-07-27 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume, Clark Moustakas clearly discusses the theoretical underpinnings of phenomenology, based on the work of Husserl and others, and takes the reader step-by-step through the process of conducting a phenomenological study. His concise guide provides numerous examples of successful phenomenological studies from a variety of fields including therapy, health care, victimology, psychology and gender studies. The book also includes form letters and other research tools to use in designing and conducting a study.

Download or read book Predictors of Student Outcomes in Developmental Math at a Public Community and Technical College written by Linda Darlene Hunt and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Estimating the Causal Effect of Developmental Math on Student Outcomes at a Small Private College written by and published by . This book was released on 2013 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: