Download or read book Experiences of Non Traditional Students in a Self Paced Computer Based Developmental Mathematics Course at a Community College written by Rebekah Agar and published by . This book was released on 2020 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior research has shown that adult learners who are non-traditional (NT) college students come to college with different needs, desires, and goals than traditional college students. The problem is that community college educators need to better understand the needs of the changing population of the student body to equitably and effectively serve them. One effect of the problem is that NT student retention and degree attainment rates are lower than those of traditional students. The purpose of this mixed-methods study was to explore the experiences of NT community college students taking self-paced computer-based developmental mathematics classes. The following research questions guided the study: (1) What does it mean to NT students to be placed into the developmental mathematics population of community college students? (2) What are NT students' perceptions of their engagement with the developmental mathematics course learning software? (3) What are the NT students' perceptions of their engagement with their community college developmental mathematics instructors? The researcher analyzed data from 66 student survey responses and 10 semi-structured interviews with students and identified three themes: (a) NT identity; (b) the need for human support; and (c) software as tool. The researcher concluded that: (a) NT students are negatively affected by their time spent away from high school and mathematics content; (b) NT students perceived that timely access to their instructor was important to their success; and (c) NT students liked using the computer software and found it to be user-friendly. The researcher offered recommendations for instructional design, for community college administrators, and for developmental mathematics instructors. Keywords: non-traditional students, adult education, developmental mathematics, community college, student success, computer-based learning Abstract (Spanish) Investigaciones anteriores han demostrado que los estudiantes adultos que son estudiantes universitarios no tradicionales (NT) llegan a la universidad con necesidades, deseos y objetivos diferentes a los de los estudiantes universitarios tradicionales. El problema es que los educadores de los colegios comunitarios necesitan comprender mejor las necesidades de la población cambiante del cuerpo estudiantil para atenderlos de manera equitativa y eficaz. Un efecto del problema es que las tasas de retención y obtención de títulos de los estudiantes NT son más bajas que las de los estudiantes tradicionales. El propósito de este estudio de métodos mixtos fue explorar las experiencias de los estudiantes de colegios comunitarios de NT que toman clases de matemáticas de desarrollo basadas en computadora a su propio ritmo. Las siguientes preguntas de investigación guiaron el estudio: (1) ¿Qué significa para los estudiantes del NT ser colocados en la población de desarrollo matemático de estudiantes de colegios comunitarios? (2) ¿Cuáles son las percepciones de los estudiantes de NT sobre su compromiso con el software de aprendizaje del curso de matemáticas de desarrollo? (3) ¿Cuáles son las percepciones de los estudiantes de NT sobre su compromiso con los instructores de matemáticas del desarrollo de sus colegios comunitarios? El investigador analizó datos de 66 respuestas a encuestas de estudiantes y 10 entrevistas semiestructuradas con estudiantes e identificó tres temas: (a) identidad NT; (b) la necesidad de apoyo humano; y (c) software como herramienta. El investigador concluyó que: (a) los estudiantes NT se ven afectados negativamente por el tiempo que pasan fuera de la escuela secundaria y del contenido de matemáticas; (b) los estudiantes de NT percibieron que el acceso oportuno a su instructor era importante para su éxito; y (c) a los estudiantes de NT les gustó usar el software de computadora y lo encontraron fácil de usar. El investigador ofreció recomendaciones para el diseño instruccional, para administradores de colegios comunitarios y para instructores de matemáticas del desarrollo. Palabras clave: estudiantes no tradicionales, educación de adultos, matemáticas del desarrollo, colegio comunitario, éxito de los estudiantes, aprendizaje basado en computadoras
Download or read book At Their Own Pace written by Alissa Gardenhire and published by . This book was released on 2016 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges nationwide are looking for solutions to help students complete developmental (remedial) math--a known barrier to graduation. Some are offering computer-assisted, modular developmental math courses that allow students to earn credits incrementally and move through the curriculum at their own pace. One of these modularized courses, ModMath, was created at Tarrant County College (TCC) near Fort Worth, Texas. It reorganizes the content of TCC's two semester-long developmental math courses into a set of six modules, each of which is five weeks long. The four primary components of the ModMath intervention are: a diagnostic assessment that places students in a starting module; individual registration into three modules per course section each semester; computer-based instruction delivered online through an instructional software program; and personalized, on-demand assistance in class from an instructor and class aide. MDRC is evaluating ModMath's implementation and its effects on students' academic outcomes using a randomized controlled trial. This report contains implementation findings and some findings on early impacts for the first three semesters of students enrolled in the study: (1) ModMath was well implemented and differed from traditional developmental math courses in both the nature of its instruction and its credit-earning structure; (2) After one semester in the program, students randomly assigned to ModMath (the program group) were, on average, closer to completing the developmental math sequence than were students randomly assigned to traditional, lecture-based courses (the control group). This relatively greater progress was the result of program group students getting credit for completing one or two modules but not the equivalent of an entire course; (3) However, this advantage did not translate into other measures of progress. For example, program group students were not more likely to pass the halfway mark in the developmental math sequence than the control group. More than 70 percent of the students in the study, in either group, were unable to pass this benchmark in the first semester; and (4) ModMath had a small negative effect on the percentage of students who completed the developmental math sequence during their first semester (0.4 percent of program group students compared with 1.9 percent of the control group). While this report contains final findings regarding the implementation of ModMath, it contains only preliminary findings on the program's effects. Data were only available for students who enrolled in the first three semesters of what were ultimately four semesters of enrollment, and the report only follows them for one semester. The final report from this study will draw upon additional data and provide additional evidence about the effect ModMath may have on student outcomes. The following tables containing information from Tarrant County College in Spring 2014, Fall 2014, Spring 2015, and Fall 2015 are appended in Additional Analyses: (1) Student Characteristics at Study Enrollment; (2) TSI Placement Levels of the Program and Control Groups; (3) Student Survey Results; (4) Student Survey Results among Program Group Students; (5) Students Placed Using "MyMathTest" and Other Placement Tests; (6) Early Student Progress in ModMath; (7) Early Math Enrollment and Progress; (8) Early Credits Attempted and Earned; and (9) Early Student Math Progress Under Alternate Assumptions for Students Who Did Not Pass Any Math Classes. [Partners at Tarrant County College (TCC) collaborated on this report.].
Download or read book The Effects of Embedded Orientation on Online Developmental Mathematics Students Performance in Community College written by William R. Swenson and published by . This book was released on 2021 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students in developmental mathematics courses exhibit poor pass rates. This problem is exaggerated for traditionally aged online community college learners, who frequently demonstrate few self-regulatory skills. Self-regulated learners are intrinsically motivated, plan for success, monitor their progress, and reflect on their learning. These learners are significantly more likely to pass and eventually graduate. Self-regulatory skills can be taught through direct instruction and reflection over a protracted learning experience. This form of instruction was attempted using an embedded orientation in online developmental mathematics courses at a community college. Embedded orientations provide consistent training, opportunities for socialization, and increased instructor-to-learner interaction within a content course. Through a 16-week embedded orientation program, students received technical and metacognitive training designed to improve their academic performance. A comparison of online students’ final numerical grades between those participating in the orientation and a control group without the orientation determined the orientation had no significant effect. Further analysis revealed the orientation had no significant influence on final grades for traditional and non-traditional students.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of Computer based Versus Teacher directed Instructional Outcomes in Developmental Mathematics Courses written by Phillip Morris and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this study is to test the theoretical assertion that learning facilitation techniques associated with constructivist student centered instructional methods are more effective for achieving successful learning outcomes for math skill deficient students in community college, than traditional teacher directed pedagogical techniques. This purpose is carried out through comparing students in computer-based student developmental math courses versus students enrolled in traditional developmental math courses at public rural-serving medium sized community college in the South. Students are compared in terms of course completion, grades earned, and success in subsequent math courses, while accounting for individual background characteristics, pre-college characteristics, academic experiences, and course characteristics.
Download or read book Journal of Developmental Education written by and published by . This book was released on 2015 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Phenomenological Study of the Persistence of Unsuccessful Students in Developmental Mathematics at a Community College written by Barbara Canfield and published by . This book was released on 2013 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are a large number of students entering college underprepared for college-level mathematics (Carnegie Foundation for the Advancement of Teaching , 2011). While this problem is not new, it has become the focus of national attention because of the impact it has on college completion and workforce development. There is much written in the literature about developmental mathematics; however, there is little research about the experiences of students who find themselves placed into developmental mathematics courses upon entrance into college (Howard & Whitaker, 2011). The purpose of this phenomenological study was to explore and articulate the experiences of students at a community college in the Northeast who were unsuccessful in a developmental mathematics course but took the class in a subsequent semester. The research question the study sought to answer is: What characterizes the experiences and perceptions of students who are unsuccessful in a developmental mathematics course and return to repeat it? Data was collected using the following methods: conducting semi-structured in-depth interviews utilizing open-ended questions, classroom observations, and reviewing artifacts such as placement test scores; class attendance records; and class quizzes, tests, and graded assignments. This provided multiple data points allowing for triangulation of the data to ensure the reliability and validity. Member checking was also employed for this purpose. The researcher used bracketing to eliminate any preconceptions and biases during data collection and analysis. Convenience sampling was used to select participants in the study. Students retaking a developmental mathematics course because they earned below a C in a prior attempt comprised the sample.
Download or read book Post Hoc Discernment of Developmental Mathematics Noncognitive Factors and Concept Transfer written by Stephanie Nicole Baker and published by . This book was released on 2016 with total page 666 pages. Available in PDF, EPUB and Kindle. Book excerpt: One purpose of this study was to determine if students in a non-traditional developmental mathematics course improved on five developmental mathematics noncognitive factors—math equanimity, math mindset, math self-efficacy, math belongingness, and college belongingness—believed to be relevant to student success. I also examined if changes in these factors predicted course achievement. Another purpose was to explore whether or not Foundations students would transfer their knowledge to place value problems involving varied bases and contexts. A final purpose was to investigate the utility of then-surveys that retrospectively measure participants’ pre-intervention noncognitive factors. In response to policy pressures to increase completion rates, community colleges are experimenting with research-based strategies that create demand for learning, increase students’ competence valuation, and improve their productive persistence. The New Mathways Project’s Foundations of Mathematical Reasoning course is built around one such strategy. In this exploratory study (N = 597), I investigated the impact of using Foundations on the development of students’ noncognitive factors and on mathematical success. My student measures included: pre-post-then-surveys of noncognitive factors, math course grades, math final exam grades, percent attendance, a place value assessment of transfer, and one-on-one interviews. I used multilevel models to analyze my quantitative research questions and created evidence markers for qualitative analysis of the transfer assessment. I conducted interviews to provide additional insight. Students significantly improved their math equanimity, but had stable, mid-range scores on the other factors. Positive changes in math self-efficacy and low initial math equanimity were associated with higher grades. Pre-surveys of equanimity may be more accurate than then-surveys, but pre-surveys of math mindset, math self-efficacy, and math belongingness may be interchangeable with then-surveys. Contrary to popular findings, the then-surveys did not provide larger estimates of program effects than pre-surveys. Overall, students evidenced minimal transfer. Interviewees exhibited greater changes in noncognitive factors and evidenced more transfer than other students. This study provides valuable information for the potential users of the NMP materials. It contributes to, and points out complications with, transfer research. Lastly, it adds to research on retrospective measures, which are rarely used in mathematics education research.
Download or read book Mindset Matters written by Tracey Nicole Kiser and published by . This book was released on 2016 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract of the Dissertation Mindset Matters: Supporting Student Persistence Through The Developmental Mathematics Pipeline by Tracey Nicole Kiser Doctor of Education in Teaching and Learning University of California, San Diego, 2016 Christopher P. Halter, Chair Developmental mathematics is one of the most challenging leaks in the mathematics K-20 pipeline. Few students enter two-year colleges prepared to successfully engage in college-level mathematics classes. Many of students who place into developmental mathematics are low-income, underprepared, students of color, and many are not equipped with the necessary resources to help them persist through college Math placement predicts college success, and being placed into developmental mathematics makes it less possible for students to not only transfer from a community college to a university, but also graduate. Students who place into developmental mathematics can spend most of their community college experience relearning and building on skills they should have mastered in high school. This study investigated developmental mathematics, strategies for maximizing students' success in developmental math classes, and the interactions between students' social and physical environments that mediate their thinking and understanding of developmental mathematics. As a result, multiple methods of data sources (survey, field note observations, focus group interviews, and semi-structured interviews) were used to better understand students and teachers' characterizations of accelerated developmental mathematics. The overarching finding in this study was that the mindset of students matter. Mindsets determine students' decision-making and their motivation as a result of past math experiences. Consequently, students enter college with a lack of confidence in their ability to succeed in developmental mathematics, which affects their ability to transfer to a university and obtain a degree. While students' past math experiences did not make them feel like they could grow mathematically, their personal lives motivated them to develop and grow as a whole individual. In-class practice and tutoring support were also instrumental to student success in developmental mathematics. This research study contributed knowledge about students' learning needs, faculty perceptions of the students' learning needs, the ways their instructional practices address students' learning needs by using their voices to shed light on effective strategies for maximizing students' success in developmental math classes.
Download or read book Research in Education written by and published by . This book was released on 1972 with total page 1108 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 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Prediction of Community College Students Success in Developmental Math with Traditional Classroom Computer based On campus and Computer based at a Distance Instruction Using Locus of Control Math Anxiety and Learning Style written by and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Supplemental Instruction in a Community College Developmental Mathematics Curriculum written by Teri Rysz and published by . This book was released on 2005 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book DOES MANDATORY SUPPLEMENTAL INSTRUCTION WORK IN DEVELOPMENTAL MATH EDUCATION A STUDY OF STUDENTS ENROLLED IN DEVELOPMENTAL MATH COURSES AT A SUBURBAN COMMUNITY COLLEGE IN THE NORTHEAST written by Kristina Corey Legge and published by . This book was released on 2010 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of students entering the community college in need of developmental math has not changed, remaining at a steady 60% over the past seven years. This study compared the success rate of Mandatory Supplemental Instruction (MSI) sessions within four sections of a developmental math course compared with the success rates of students enrolled in both the Traditional Classroom setting and the Individualized format at Suburban Community College (SCC) during the Fall 2009 semester. These MSI format courses were compared with both the Individualized format of MAT 060 and the Traditional Classroom format of the same course. The students included in these sections were a combination of students who were: 1) suggested by advisors to enroll in this developmental math course after receiving a low score on the college's Accuplacer placement test for algebra or continuing the progression of developmental math from the lower level arithmetic class; 2) mandated to attend MSI after successful completion of the Jump Start Math Program, or 3) self-selected into the MSI group anticipating the need for additional help in the course. The two primary data sets available for this study are student math final grades and student participation/attendance records. Secondary sets of data include informal focus group notes, final exam scores, student attendance records for both class lectures and MSI sessions, and Supplemental Instruction Leader anecdotal records. The findings of this study conclude that success rates of students enrolled in the MSI sections of developmental math do not differ significantly from those enrolled in the Traditional Classroom format of developmental math; however, both groups did differ significantly from the Individualized format of developmental math, in that the students enrolled in the Individualized format succeeded at a lesser rate and withdrew at a greater rate than their MSI or Traditional Classroom counterparts. This study also concluded that female, full-time students succeeded at a greater rate across the board, which is consistent with the literature. These findings were significant for a number of reasons. Although the difference between the treatment group and the Traditional Classroom group was not significant, there are a variety of reasons at the program level as to why this may have been so and there are many future constructs that SCC can put in place to strengthen and reassess the MSI program. Although this study was focused on the MSI treatment, the data revealed a greater issue existing in the Individualized format of developmental math at SCC. Future considerations can be made in this particular delivery method to improve success rates of students involved in this program. Future research on MSI in the form of persistence and retention rates, graduation rates, transfer rates, subsequent math course grades and success in other college-level classes can be explored to provide the MSI program with more data to determine if particular groups of students are benefiting from this format.
Download or read book A Comparison of the Cognitive and Personal Development of College level Mathematics Students and Developmental Mathematics Students at a Community College written by Bridgett Pressley Smith and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a major focal point of individual justice within a free society as well as a central point of human capital for the world. This study compared the cognitive and personal developmental levels of community college students enrolled in developmental-level mathematics courses to students enrolled in college-level mathematics courses. In addition, the effects of age, as well as a variety of demographic differences such as parents’ education, financial aid, and gender on the development of community college students were investigated. The levels of development were based on the following scales: competency, autonomy, identity, and intellectual development. The sources of these scales were Arthur Chickering’s theory on college students’ development and William Perry’s theory of cognitive development. In establishing this causal-comparative design, the independent variables were mathematics level (developmental-level mathematics students versus college-level mathematics students), with a further distinction between age groups (traditional-aged versus adult students). Comparisons among means on the instruments and the various subscales were tested using independent sample t-tests and a series of analysis of variance tests. With this design and combination of variables, three basic null hypotheses were tested: a) There were no significant differences between mean scores on the four inventories of developmental mathematics students versus college-level mathematics students; b) There were no significant differences between mean scores on the four inventories of traditional-aged versus adult community college students; and c) There were no significant differences between additional independent variables tested such as gender, marital status, family background, and method of financing education. Significant differences were found on the following scales and subscales: mobility based on age; identity based on mathematics level; mobility, identity, and intellectual development based on gender; interdependence based on marital status; and competency in mathematics based on employment patterns. The results of this study can be used to recommend appropriate changes in classrooms, instruction, and student services.
Download or read book Developmental Mathematics Instruction in a Community College written by Billy Wayne Adams and published by . This book was released on 2014 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to compare face-to-face and online developmental mathematics instruction. The study centered on a comparison of online and face-to-face instructional delivery methods, in a mid-level developmental mathematics course. The online format was delivered through Blackboard Developmental Education, the course lecture component was delivered through both synchronous and asynchronous methods. The lab portion for the online course was delivered through MyMathLab software developed by Pearson Education. The face to face lecture component was delivered in a traditional lecture classroom setting and the face-to-face lab component was delivered through the MyMathLab software. The need to accelerate the developmental education sequence and also allow online student to have the ability to enroll in a developmental mathematics course without a face-to-face component was a focus of this study. Many students enrolled in face to face developmental coursework but were enrolled in an online and/or hybrid format for all the additional courses in which they took. Some students were enrolled in only one course, while others took a full course load. The THECB required that if a student was enrolled in credit coursework but were deficient in one or more areas of the TSI, they were required to be concurrently enrolled in a developmental course. With the growing number of students who choose to enroll in online courses, this places an enormous burden upon developmental education programs, to provide a viable alternative to the traditional developmental coursework delivered solely in a face-to-face classroom setting. The study found no significant difference in the comparison of success rates between the face-to-face and the online course delivery formats. The study implies that students must be provided the necessary tools which will allow them to succeed and persist through developmental mathematics and allow them to carry that success into credit bearing mathematics courses.
Download or read book Supplemental Instruction in a Community College Developmental Mathematics Curriculum written by Julie Meer Phelps and published by . This book was released on 2005 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sources of data included five rounds of interviews (three with SI learners and two with SI leaders), a Multiple Intelligence Inventory, and statistical information from the referent community college. Study findings revealed eight themes that characterized motivating factors for attending these optional instructional sessions. Moreover, nine themes emerged from the data regarding types of activities learners experienced in SI. Findings suggest that SI helps create a climate of achievement for learners taking developmental mathematics in a community college setting.
