Download or read book Developmental Mathematics and Student Characteristics that Contribute to Academic Success at a Two year Institution in Alabama written by Sara Winn Wheeler and published by . This book was released on 2014 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined whether a relationship existed between certain student characteristics and academic success at a two-year institution in Alabama. Moreover, the researcher utilized the results to determine the effectiveness of the developmental mathematics classes at the participating institution. In the current higher education environment, administrators and practitioners are called to effectively analyze and report the extent to which programs and classes are meeting the mission of the institution. By using a remediated-exempted research design, developmental classes can be considered effective if the underprepared students perform on par with the students that were prepared for college-level classes. Developmental status, gender, and race were compared with pass/fail status in the first college-level math class, graduation status, grade point average, and continuous enrollment. The data were also aggregated by ACT math subtest scores, COMPASS math subtest scores, and age. In this research, institutional data was collected for all students that enrolled in MTH 100, the first college-level math course, between fall 2002 and summer 2013. There were 10,003 students that qualified. The following information was collected for the population: age, gender, race, number of terms, term and year enrolled in MTH 100, ACT math subtest scores, COMPASS math subtest scores, cumulative grade point average at time of data collection, graduation status, and academic performance in MTH 100. Tests were run on the data using SPSS and the results were analyzed. Results from the analyses indicated that the developmental math classes at the participating institution were effective since the developmental students in the study performed as well as the non-developmental group in each of the variables on academic success tested. Moreover, there was a significant relationship in favor of developmental students in at least one category when compared with MTH 100 pass/fail status, graduation status, grade point average, and continuous enrollment. Current literature is at odds when reporting whether developmental classes are effective (Bahr, 2007, 2010a, 2010b, 2012, 2013; Cullinane & Treisman, Crisp & Nora, 2010; Deil-Amen & Rosenbaum, 2002; Adelman, 2004a; Glenn & Wagner, 2006; Lesik, 2007; Bettinger & Long, 2005, 2009; Kolajo, 2010; Attewell, Lavin, Domina, & Levey, 2006). The results of this study substantiated the claims that developmental classes are beneficial to students that need them since the developmental group performed as well as the non-developmental group when compared to MTH 100 pass/fail status, grade point average, graduation, and continuous enrollment. This study concluded that developmental status, gender, and race were related to student success outcomes of MTH 100 pass/fail status, graduation status, grade point average, and continuous enrollment.

Download or read book Developmental Mathematics Students Performance and Academic Success at a Southern Community College in Alabama written by Katherine Chapman Malone and published by . This book was released on 2006 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Increasing Student Success in Developmental Mathematics written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-12-18 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.

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 Responsive Evaluation of a Community College Mathematics Laboratory written by La Shannon Neru Hollinger and published by . This book was released on 2021 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation in practice (DIP), responsive evaluation (RE) explored relationships of the Faulkner Academic Math Excellence (FAME) Laboratory characteristics and specific perceptions of students enrolled in developmental mathematics education courses at a rural community college in Alabama's southeastern region. This program evaluation examined information surrounding the effectiveness of the FAME Lab program and service activities housed within a two-year community college. The study explored perceptions of students within a community college developmental mathematics education program relative to three areas of focus: (a) students' expressed access and use of the FAME Lab program services, (b) students' perceptions of the influence of the FAME Lab program services relative to academic performance levels, and (c) students' perceived value of the FAME Lab program relative to successes in developmental math courses. The researcher performed an extensive review of the literature and identified a critical problem of low numbers of students successfully completing developmental mathematics courses among colleges across the United States as a pervasive challenge, uniquely identified within community colleges and evidenced by 96% of colleges across the country requiring remediation courses, primarily in mathematics (Butrymowicz, 2017). The participants in the study were community college developmental education students and faculty of the community college. A potential limitation of this study includes researcher bias. The magnitude of the problem identified in the literature provided the impetus for the investigation and aligned with the nature of the meaning and purpose for using the DIP, explicitly recognizing an existing problem in practice and performing a study aligned with the need acknowledged by the problem in practice. The Faulkner Academic Math Excellence (FAME) Laboratory program exemplifies and aligns with the type of intervention programs reflective of the remediation programs that colleges across the United States are utilizing to curb or remedy the problem of low numbers of students successfully completing developmental mathematics courses. The researcher communicated with the Vice-President of Instruction and the Math Division Chair and received approval to conduct the DIP study. The researcher created a questionnaire for the student participants and conducted a RE of the FAME Lab program to respond to the problem defined for investigation. The current study provided a practitioner approach to examining the problem by incorporating the use of the RE model (Stake, 2014) to discern the problem within a focused setting, explicitly utilizing the FAME Lab program within a two-year college located in the southeastern region of the United States. The use of the RE protocol provided the researcher with strategies to inform results focused on three areas of consideration: (a) the examination of program activities rather than program goals or intents; (b) the acquisition of students' needs, reactions, and information rather than college leaders' intentions or purposes; and (c) the reporting of differing perspectives in determining the success and failure of the program. Based on the researcher's critical use of the RE protocol, a 12-step implementation plan for the FAME Lab program to assist students in attaining success within developmental mathematics was provided to college officials and are is provided for consideration by other developmental math programs at colleges across the United States. These 12 considerations, presented in Chapter 5, coupled with additional discussions of study results, add to the body of literature supporting students' preparation for entering college mathematics programs, a practitioner problem pervasive in colleges across the United States. The study will inform and advance the professional practice by informing the implementation of developmental mathematics education for students who do not complete developmental mathematics courses successfully.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Developmental Mathematics in Two year Community Colleges and Student Success written by Brenda Catherine Frame and published by . This book was released on 2012 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Poor success rates of developmental mathematics courses at community colleges have currently received nationwide attention. Efforts to remedy the situation include complete course redesigns and intervention strategies. A recent intervention strategy in use is the implementation of success courses that are aimed at changing the learning perspectives of developmental students. The purpose of this mixed-method comparative study was to closely examine this strategy as it relates specifically to students studying developmental mathematics at the lowest level at one community college. Students taking the lowest level developmental mathematics course at the participating community college were designated into one of two groups: those taking mathematics with the success course and those taking mathematics without a success course. The study explored students' perceptions and belief structures regarding the study of developmental mathematics and focused on identifying any changes in student belief structures over the course of one semester. Descriptive statistics regarding grade achievement of the population with the student success course provide insight into the possible benefits of the success course for developmental mathematics students. Participants in the study, starting out in the lowest mathematics course offered at the community college, need more mathematics in order to obtain a degree or certificate from the college. Rate of registration for the subsequent mathematics courses were also analyzed in the study. Findings showed that the offering of a success course to students who are at-risk in developmental mathematics has made some improvements in the percentage of students who were able to satisfactorily complete the first level developmental mathematics course at one community college. It also showed that for students who did not pass the success course, there was a nearly one-to-one relationship with unsuccessful completion of a low-level mathematics course. Qualitative data helps explain how the two groups were quite different and also helps to explain findings.

Download or read book Studies in the History of the School of Education University of Michigan written by University of Michigan. School of Education and published by UM Libraries. This book was released on 1955 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Developmental Mathematics Education written by Stacey M. Sivley and published by . This book was released on 2013 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: With open door admission policies, lower tuition rates, and convenient locations, community colleges are enrolling more and more academically unprepared students who are placing into developmental mathematics courses. Many of these community colleges need to assess their developmental education programs, instructors, courses, and students to determine if they are providing an effective developmental experience for students. The purpose of this study is to determine if students at selected Alabama community colleges are involved in remedial mathematics activities that are documented in the literature as best practices. Using student surveys, student focus groups, and faculty interviews from students and instructors currently involved in developmental mathematics courses, data were collected from three selected Alabama community colleges. Data analysis for the study incorporated qualitative and quantitative methodologies which were used to establish common themes in developmental math courses with an emphasis on best teaching and learning practices. The results of the study provided strong feedback and opinions on the topic of developmental mathematics education by students and faculty. By addressing the findings in this study with a renovation and/or revitalization of identified student services, updated placement testing procedures, and faculty professional development on the specific needs of developmental mathematics students, community colleges may find that numerous facets of their developmental education programs will incorporate and model documented best teaching and learning practices. The findings also led to suggestions for future research.

Download or read book Orchestrating Effective Practices in Developmental Math written by Patricia Anne Levine-Brown and published by . This book was released on 2015 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental mathematics courses are intended to help underprepared students but often are a barrier for hundreds of students who fail these courses. High failure rates prevent students from achieving their academic goals, therefore; educational institutions are looking for methods to increase success in these courses. Such was the case at Florida State College at Jacksonville (FSCJ), where high failure rates in developmental mathematics presented problems to the institution and its students. To increase pass rates in developmental education courses, a college-wide redesign initiative introduced in 2009 led to the implementation of a research-based model for developmental education. This model would be implemented in the form of Academic Success Centers (ASC) incorporating practices tailored to increase student success and persistence. To examine success rates of students taking developmental education courses in the ASCs, the College conducted a longitudinal predictive analytics study known as the Chi-squared Automatic Interaction Detection (CHAID). The CHAID analyzed student success and retention of 10,051 developmental mathematics students over two academic terms. Additionally, the CHAID identified highly successful developmental mathematics teachers. These teachers, and the environment in which they taught (ASCs), became the basis of this qualitative study. The purpose of the study was two-fold. First, it focused on identifying pedagogical practices of highly successful developmental mathematics faculty who taught in the Academic Success Centers at FSCJ. Second, it focused on the areas of impact of the ASC as an environmental factor in student success. Data collected through observations, interviews, and documented analysis, along with the use of text mining, revealed that patterns emerged among participants in which they shared common beliefs about the importance of communicating with students, forming relationships with students, lecture and lab practices, the availability of physical resources, and the availability of academic support services within the environment where they interacted with their students. The intent of using the evidence from the key findings is to provide community college leaders with insight into pedagogical practices shared by highly successful developmental mathematics teachers and the role the learning environment serves in meeting students' educational needs.

Download or read book Effects of a Developmental Mathematics Program on the Academic Achievement of Underprepared College Students written by Gordon L. Boggs and published by . This book was released on 1997 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1999 with total page 704 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Measuring Student Success from a Developmental Mathematics Course at an Elite Public Institution written by Julian Hsu and published by . This book was released on 2016 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper asks whether placement recommendations for a developmental math course at an elite public institution impact students' future academic performance, course-taking, and college outcomes. Researchers use these specific outcomes to measure whether developmental courses help students develop the skills necessary to succeed in college, inspire them to take different courses, and help them graduate or persist in college. The study examines the ways in which instructor characteristics can drive these outcomes, and whether instruction at this university in a program for low-achieving students and particularly underprepared low-income, first-generation, and underrepresented minority students achieves its goal of reducing achievement gaps. This informs specific course and instructor policies to help underprepared students in their first semesters in college. The research setting is an elite public institution with a large number of students, with an undergraduate enrollment of over 20,000. Researchers gathered the administrative formulas the Office of the Registrar used to calculate student recommendations, and accessed student and instructor administrative data. A regression-discontinuity (RD) framework was used to overcome the hurdle of making estimations since students who take developmental courses are different from students who do not. With the RD strategy, researchers can measure the causal impact of receiving a recommendation for developmental courses. A linear regression was used on the selected sample to estimate the causal impact of the recommendation. Researchers included the index distance above and below the cutoff as additional controls. Using the linear regression and RD framework, results show that students who receive a Definite Recommendation to take Pre-Calculus are more likely to take Pre-Calculus compared to students who receive only a Tentative Recommendation. This shows these recommendations have a significant effect on students' course-taking decisions. Figures are appended.

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 Research in Education written by and published by . This book was released on 1971 with total page 1236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring Best Practices in Developmental Mathematics written by Brian V. Cafarella and published by . This book was released on 2013 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, many community colleges are struggling with poor student success rates in developmental math. Therefore, this qualitative study focused on employing best practices in developmental mathematics at an urban community college in Dayton, Ohio. Guiding the study were the following research questions: What are the best practices utilized by a group of developmental mathematics instructors at an urban community college? How do these instructors employ such practices to enhance student learning? Participants consisted of 20 developmental mathematics instructors from Sinclair Community College in Dayton, Ohio who had taught at least six developmental math classes over a two-year period and who self-reported success rates of at least 60% during that time. This study employed a pre-interview document and a face-to-face interview as the primary research instruments. Using the constant comparison method (Merriam, 2002a), the researcher constructed findings from both approaches regarding best practices in developmental math. Such practices included communication with students, the art of organization, collaborative learning, frequent low stake assessments, technology supplements, the use of mnemonics and memorable wording, and manipulatives, visuals and real-life applications. When addressing the topic of acceleration, the participants reported that this strategy is a proper fit for some students but not all. The following conclusions were based on the findings from this study. Effective communication should be established between developmental math instructors and students as well as among developmental math instructors. Developmental math faculty ought to work with their students in developing their organizational skills. Developmental math instructors should couple the implementation of frequent low stake assessments with student outreach. Collaborative learning can be beneficial to some developmental math students, but instructors must take into account the composition of the class as well their own comfort level with collaborative learning. It is also important for developmental math instructors to employ some creativity in their classes. Accelerated instruction should be reserved for higher ability developmental math students with a strong work ethic. Lastly, college administrators must recognize and respect instructor comfort level. The findings from this dissertation will assist both new and veteran developmental math instructors with implementing practices that will enhance student success in their classes. The findings are also intended to aid community college leaders in gaining an understanding of the culture of developmental math and assist these leaders in the implementation of policy and practice regarding developmental math.

Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 1014 pages. Available in PDF, EPUB and Kindle. Book excerpt: