Download or read book The Effect of a Math Emporium Course Redesign in Developmental and Introductory Mathematics Courses on Student Achievement and Students Attitudes Toward Mathematics at a Two year College written by Amy Renée Bishop and published by . This book was released on 2010 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the relationship between attitudes and achievement. The sample consisted of 112 students, and the study was conducted during the Spring 2010 semester at a community college in south Mississippi. The participants were enrolled in one of six classes taught by the researcher. The control group consisted of three classes (one Intermediate and two College Algebra sections) taught using traditional lecture instruction. The treatment group was comprised of three classes (one Beginning, one Intermediate, and one College Algebra section) that were taught using computer-based instruction via the interactive online software MathXL. Both the control and treatment groups were taught the same objectives and received instruction two days a week for 75 minutes per day. Mathematics achievement was measured by a comprehensive final exam that served as a pre-test and post-test. Achievement data were collected prior to any treatment and at the end of the study. Students' attitudes toward mathematics were measured both pre-survey and post-survey using the Attitudes Toward Mathematics Inventory (ATMI). Analyses of Covariance ANCOVA were used to determine whether there were significant differences in attitudes in the control and treatment groups and significant differences in achievement in the control and treatment groups, while controlling for pre-ATMI survey and pre-test scores. A correlation was used to determine whether there was a significant relationship between student achievement in mathematics and students' attitudes toward mathematics. Results of the statistical analysis on pre- and post-ATMI surveys indicated a statistically significant difference in students' attitudes toward mathematics between the control and treatment groups. Students in the traditional lecture group had significantly higher attitudes than students in the computer-based classes. ANCOVA results of the pre- and post-tests showed no significant difference in achievement between the control and treatment groups. Results of the correlation showed a significant relationship between attitude and achievement in the traditional lecture control group.
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 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 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 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 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 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 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 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 Opening Up Education written by Toru Iiyoshi and published by MIT Press. This book was released on 2008 with total page 501 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online version of MIT Press book has brief overview of book's content and provides links to open access PDF version of ebook, as well as an iPaper version and a link to the MIT Press store for buying the print version. In this collection of essays the authors who are leaders in open education, explore the potential of open education to transform the economics and ecology of education. The authors argue that we must develop not only the technical capability but also the intellectual capacity for transforming tacit pedagogical knowledge into commonly usable and visible knowledge by providing incentives for faculty to use (and contribute to) open education goods, and by looking beyond institutional boundaries to connect a variety of settings and open source entrepreneurs.
Download or read book The Effects of a Mastery Learning Setting on Developmental Mathematics at a Junior College written by Deborah Dabney Kincaid and published by . This book was released on 1991 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Logit and Probit written by Vani K. Borooah and published by SAGE. This book was released on 2002 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many problems in the social sciences are amenable to analysis using the analytical tools of logit and probit models. This book explains what ordered and multinomial models are and also shows how to apply them to analysing issues in the social sciences.
Download or read book Policies to Address Poverty in America written by Melissa Kearney and published by Brookings Institution Press. This book was released on 2014-06-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: One-in-seven adults and one-in-five children in the United States live in poverty. Individuals and families living in povertyÊnot only lack basic, material necessities, but they are also disproportionally afflicted by many social and economic challenges. Some of these challenges include the increased possibility of an unstable home situation, inadequate education opportunities at all levels, and a high chance of crime and victimization. Given this growing social, economic, and political concern, The Hamilton Project at Brookings asked academic experts to develop policy proposals confronting the various challenges of AmericaÕs poorest citizens, and to introduce innovative approaches to addressing poverty.ÊWhen combined, the scope and impact of these proposals has the potential to vastly improve the lives of the poor. The resulting 14 policy memos are included in The Hamilton ProjectÕs Policies to Address Poverty in America. The main areas of focus include promoting early childhood development, supporting disadvantaged youth, building worker skills, and improving safety net and work support.
Download or read book Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College written by Antonio Guadalupe Carranza and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A random sample of 200 Hispanic/Latino students from a predominately Hispanic/Latino South Texas community college was used to determine if the implementation of MyMathLab had a positive effect on students' academic grade performance. The purpose of this study was to explore whether a web-based technology, MyMathLab, made a difference in student success in both a developmental mathematics course and a subsequent college algebra course. Additionally, this study examined whether the effect differs by instructors' characteristics contributing to successes or failures of students in developmental mathematics courses. Student success in developmental mathematics courses was measured by pre and post MyMathLab tests in addition to grade distributions from 2001 and 2005 (before MyMathLab) across the two developmental courses and a college algebra course and the implementation of MyMathLab between 2008-2012 to determine if using MyMathLab had an impact on student success in two developmental courses and an early algebra course. Also, the instructors completed two surveys. The Mathematics Teaching Efficacy Belief Instrument (MTEBI) and Instructors Educational Philosophies (IEP). The survey questions were compared to the results to determine if the instructors' characteristics had an impact on student's achievement in developmental courses enhanced by MyMathLab. The overall findings of the study suggests that with the implementation of MyMathLab taken on average the typical student was able to increase their academic performance in the developmental mathematic courses (Math0375, Math0376) and college algebra course (Math1314). The PTE overall findings suggest that mathematic instructors were uncertain if they had the ability to teach effectively in the classroom. The TOE represented mathematics instructors were uncertain if they effectively taught students to succeed in college and were uncertain if they had a positive effect on students learning. The IEP overall findings suggest that mathematics instructors' personal teaching efficacy was a more learner-center approach rather than a teacher-center approach. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155217
Download or read book The Effects of a Mathematical Literacy Course on Attitudes Toward Mathematics written by Serine Ndiaye and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In addition, qualitative data were gathered with an open-ended question administered to participants in the mathematical literacy sections during the last week of the semester to offer richer insights into the findings from the attitude survey. Findings from the quantitative data revealed statistically significant effects for participants in the mathematical literacy course compared to their counterparts in the elementary algebra course in the area of attitudes regarding the perceived value and usefulness of mathematics, real-world problems, working in groups, as well as using computers in mathematics courses. Qualitative data were aligned with the findings from the quantitative data and indicated participants' positive views on working in groups, the usefulness of the mathematical literacy course, and improvement of their attitudes regarding mathematics thanks to the course. The study suggested further research to improve our understandings of mathematical literacy and its impact.
Download or read book Inside the Community College Developmental Math Classroom written by Patricia A. Rehak and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study provides a better understanding of how student and faculty perceive the developmental math classroom experience and the impact on students’ ability to successfully complete developmental math courses. A significant contribution of the study is the identification of a positive correlation between students’ attitudes and perceptions of the classroom environment and successful course completion. A second major contribution is a detailed description of pedagogical strategies and classroom leadership behaviors exhibited by developmental math faculty who do, and do not, have high student pass rates. The three research questions for this study were: 1. What is the relationship between students’ attitudes and perceptions of their developmental math classroom experience and their likelihood for successful course completion? 2. To what extent are student and faculty attitudes and perceptions of the developmental math classroom learning environment congruent? 3. What are the pedagogical strategies and classroom leadership behaviors exhibited by developmental math faculty who do, and do not, have high student pass rates in these courses? Two theoretical frameworks; Goal Theory Model of Achievement Motivation and Transformational Leadership; were used to guide this research. This mixed methods study was a case study of developmental math students and faculty from a medium sized rural community college in Texas, enrolled and teaching in the fall 2013. The sample included 661students enrolled in developmental math during the fall 2013 semester. There were a total of 17 developmental math instructors, of which three were employed full time, and 14 were employed part time. Quantitative data was collected from all 17 faculty and seven of these faculty were interviewed about the instructional practices they use when teaching developmental math students. A quantitative analysis was conducted of secondary course evaluation and student success data. A factor analysis was first conducted and reliability established for the course evaluation data. Next, a Pearson product moment r correlation was conducted in to determine the correlation between student perception and student success rates. The qualitative methods employed included 7 interviews (2 full time and 5 part time) with recruited developmental math faculty. Transcribed interview data were organized by thematic data analysis using a deductive process (Creswell, 2008) The Pearson product-moment r correlation conducted in this study found moderate positive correlations, r(14) = .64, p
Download or read book Affect and Mathematics Education written by Markku S. Hannula and published by Springer. This book was released on 2019-06-03 with total page 437 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book, inspired by the ICME 13 topic study group “Affect, beliefs and identity in mathematics education”, presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.
