Download or read book Subsequent Course Pass Rates in Modularized Developmental Mathematics Courses in Select Community Colleges in North Carolina written by Tammy Jane Bishop and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout the past decade the structure of developmental education courses and teaching methods has been changing in order to try and improve success rates of students in developmental education courses and beyond. Course redesigns have taken place throughout the country. The modularized, mastery redesign for developmental mathematics of the North Carolina Community College System was examined in this study. The purpose of this study was to compare the subsequent gateway course success rates of the pre- and post-redesign courses, as well as compare rates of the post-redesign courses based on the delivery method used. Delivery methods compared were teacher-centered, student-centered, and computer-centered. Data showed that there was no statistically significant difference in the subsequent gateway course success rates based on the design of the course. However, data did show that the student-centered and computer-centered delivery methods, which both use indirect instruction, have a statistically significant difference in subsequent gateway course success rates when compared to teacher-centered instruction. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2327

Download or read book Developmental Mathematics written by and published by . This book was released on 2012 with total page 147 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 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 Creating an Alternative Developmental Math Pathway at Delaware Technical Community College written by John Patrick Bradley (Jr.) and published by . This book was released on 2017 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental mathematics pass rates at Delaware Technical Community College (DTCC) have remained the same or decreased for a number of years despite two different math curriculum redesigns. They hover around 50 percent or below at each campus, even after the implementation of a second redesign this past Fall 2016 semester. The first redesign switched from a face-to-face style of developmental math instruction to an Emporium model. After a lack of significant improvements in pass rates, the math courses were redesigned again. ☐ To further investigate the problem of low developmental math pass rates at DTCC, several strategies were employed. A literature review was conducted regarding developmental education, andragogy, high school tracking, alternative models of developmental course redesign, and the corequisite model of instruction. Furthermore, surveys of faculty and students at DTCC were conducted to determine the perception of developmental math education at DTCC, to determine perceived barriers from both faculty and students for low student pass rates, and to gauge the support for the implementation of a corequisite model of developmental math instruction. Some faculty did not believe a redesign was necessary, while others did. Students offered strong support for developmental math course redesign. Both faculty and students identified several common perceived barriers that they believe result in lower pass rates for students in these math classes. ☐ In addition, interviews were conducted at three different institutions that redesigned their developmental course curriculum. The purpose was to discover how the institutions targeted the courses for redesign, to find the rationale for choosing the corequisite model, and to identify recommendations they had for institutions who want to redesign their developmental math curriculum. Two redesign leaders at two four-year public colleges were interviewed along with a redesign leader from a community college in the area. The results of these interviews indicated that while redesigning the developmental math curriculum was difficult in all cases, the results of each corequisite implementation suggested improved pass rates that transcended several major demographics. I used the survey and interview results, coupled with the literature review and feedback from DTCC peers, to design samples of a corequisite math course with a syllabus, schedule of classroom activities, a Blackboard Learning Management system course, and a corequisite advisement sheet for students and academic counselors. Additionally, I outlined a strategic plan for implementing the corequisite model for developmental math courses at DTCC. ☐ Throughout the process of completing the artifacts for this ELP, feedback was solicited, obtained, and incorporated into each artifact from members of this ELP committee. The Dean of Instruction at the Stanton and Wilmington campuses, along with two math instructors, and two math chairs, also provided feedback on the proposed strategic plan. Their feedback enabled both a macro and micro approach to the investigation of the problem, helped craft a potential solution to solve it, and offered final recommendations for implementing a corequisite model of math redesign at DTCC. The final recommendation is that the corequisite model of developmental math instruction be piloted at DTCC beginning with the steps outlined in the ELP proposal and subsequent artifacts.

Download or read book The Impact of Length of Course and Campus Site Upon Student Passing Rates in Community College Developmental Mathematics Courses written by Deborah Lynn McKay and published by . This book was released on 2007 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Developmental Mathematics written by and published by . This book was released on 2012 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Developmental Mathematics written by and published by . This book was released on 2012 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Assessing the Impact of Developmental Mathematics on College Students written by Miles Harris and published by . This book was released on 2008 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study was performed to assess the effectiveness of the developmental mathematics program at Youngstown State University. For this study, two cohort groups of developmental mathematics students were selected, and the success rate of both groups in their developmental and subsequent college-level courses was tracked. The results of the cohort study was compared to the success rates found in a population study, to check if the developmental students performed as well in their college-level courses as the population. For every college-level course tracked in this study, there was no statistically significant difference in the passing rate of the cohort groups and the population group.

Download or read book Innovations in Developmental Math written by Cecilia Le and published by . This book was released on 2011 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly 60 percent of incoming community college students are unprepared for college-level work and must take at least one pre-college, "developmental" course, usually in math or English, before enrolling in any credit-bearing classes toward a degree. Within developmental education, students are most likely to need help with mathematics, and students who enter community college needing to take developmental math fare the worst in terms of outcomes making this an issue that deeply affects students. Lack of readiness for college math is as damaging as it is widespread. Students are more likely to fail developmental mathematics than any other course in higher education, according to the Carnegie Foundation for the Advancement of Teaching. Thus, it is not surprising that many students referred to developmental math choose to bypass such courses and services, without knowing the detrimental consequences of this decision on their overall educational goals. This brief looks at three community colleges that have made significant investments in programs to improve student success in developmental math. These colleges are spotlighted for their implementation of the varied approaches to developmental math described above and for their ability to demonstrate outcomes for their students. The community colleges featured in this brief are: (1) Florence-Darlington Technical College in South Carolina; (2) Delaware County Community College in Pennsylvania; and (3) Chaffey College in California. (Contains 4 tables and 11 endnotes.).

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 Completion and Success of Community College Developmental Students Enrolled in Online Mathematics Coursework written by Mary Monica Ryder and published by . This book was released on 2022 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: As online education gains popularity among both learners and postsecondary institutions, there is a movement toward identifying ways to promote student success. Over half of all higher education institutions offer online classes, due in part to the ease of offering and scheduling (Hoffman, 2006); educators seek ways to identify any demographic or academic characteristics that lead to success (Jaggars & Bailey, 2010). With the growth and popularity of online learning, postsecondary institutions must continue to develop best practices in the areas of online teaching pedagogies to promote student success. Within community colleges there is a growing acceptance of online courses and given that over 60% of incoming students test into developmental math coursework (Chen, 2016), answers must be sought to assist these developmental math learners toward online success. This study investigated the role of various student characteristics concerning student success in online developmental math course completion. The sample was students enrolled in a specific identified gateway mathematic course offered fully online in at a large suburban, public community college located in the northeastern part of the United States. Utilizing a mixed methods explanatory sequential design, explored course completion rates of developmental students enrolled in online college-level mathematics courses, the study analyzed the role of demographic and academic characteristics for developmental students enrolled in a college-level mathematics course offered fully online from the fall 2017 through fall 2019 academic year. A second phase of semi-structured interviews was conducted to explore aspects of student success from individuals identified in the first phase. As the success of developmental college students is at the forefront of postsecondary institutions in their mission for student success online, the ability to identify characteristics that could lead to student success may assist in recommendations for online instructors and assessment of developmental math student college-level mathematics course completion.

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 A Program Evaluation of Supplemental Instruction for Developmental Mathematics at a Community College in Virginia written by Marilyn Lawson Peacock and published by . This book was released on 2008 with total page 352 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 1983 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Departmental and Institutional Policies on Developmental Mathematics Students written by Garth B. Johnson and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Arkansas Department of Higher Education data show that approximately 75% of Arkansas community college students are required to take at least one developmental education class (Arkansas Higher Education Coordinating Board, 2012, p. 7.2). This is significantly higher than the approximately 30% average (Provasnik & Planty, 2008, p. 11) of community college students across the US. Developmental mathematics is the most commonly needed subject within Arkansas, with over 40% of community college students enrolling in at least one developmental mathematics course (Arkansas Higher Education Coordinating Board, 2012, p. 7.3). Despite being common, few institutions that teach Developmental Education perform and then publish research about the success (or non-success) of their students. Although limited studies are available concerning specific areas, no existing studies evaluate all of the departmental and institutional policies for a single population. Specifically, this study evaluated the association between the institutional and departmental policies that developmental mathematics students encounter with their final grades and success in their classes. This study evaluated these policies applied to the developmental mathematics program at one small community college in the Arkansas Delta—Mid-South Community College. These policies include Math Placement Tests, Incomplete Policy, Continue Policy, and Persistence Policy. This analysis used a Systems Theory theoretical approach to evaluate three research questions: Were placement tests associated with mathematical success in the current class? In their next class? Was the Incomplete policy associated with long-term mathematical success? Was student rate of progress associated with mathematical success? This analysis used the Registrar’s archival data which included 11,226 classes taken by 5,489 students over 23 semesters, analyzed through Frequency Analysis and Linear Regression Analysis. This study concluded that Math Placement Tests were weakly linked to student success, Incompletes were linked to mixed success in students’ current class and lower success in the student’s next class, and students with a slow rate of progress had lower grades than those who completed classes quickly.

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.