Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 3 of 3
Full-Text Articles in Education
The Effects Of Stem And Non-Stem Mathematics Corequisite Courses On Student Success At Public Institutions In West Virginia, Vanessa S. Keadle
The Effects Of Stem And Non-Stem Mathematics Corequisite Courses On Student Success At Public Institutions In West Virginia, Vanessa S. Keadle
Theses, Dissertations and Capstones
This study explored the differences in student success outcomes between students enrolled in non-STEM and STEM corequisite mathematics courses at 18 postsecondary institutions across five academic years in West Virginia, using de-identified student data. The researcher analyzed this extant data to determine if student characteristics were predictors of success, as defined as passing the mathematics corequisite course, retention to the next semester, and earning a GPA of 2.0 or higher. The researcher also conducted analyses to understand if the differences in those outcomes between STEM and non-STEM courses were significant. This study identified statistically significant gaps in success for students …
Qualitative Analysis Of Corequisite Instruction In A Quantitative Reasoning Course, Zachary Beamer
Qualitative Analysis Of Corequisite Instruction In A Quantitative Reasoning Course, Zachary Beamer
Inquiry: The Journal of the Virginia Community Colleges
In corequisite models of instruction, marginally prepared students are placed directly into college-level coursework, taught with a paired support course. Initial research suggests that such models yield significant improvements in the number of students passing credit-level mathematics when compared to previous models of prerequisite remediation. The present study employs qualitative methods to investigate methods of instruction at one community colleges to understand how instructors identify and respond to student needs. It concludes with recommendations for practice and highlights advantages of small format corequisite classes taught by the same instructor.
Non-Academic Support Math Faculty Members Provide In Developmental Accelerated And Corequisite Support Courses In California Community Colleges, David Vakil '92
Non-Academic Support Math Faculty Members Provide In Developmental Accelerated And Corequisite Support Courses In California Community Colleges, David Vakil '92
Doctoral Dissertations
To guide practitioners of rapidly evolving developmental math reform in community colleges, this study surveyed California community college math faculty who taught accelerated developmental courses or corequisite support courses. The survey was conducted during the early implementation phase of both course types, during spring and fall 2018 terms. This study measured faculty’s self-reported provision of forms of non-academic support, frequency of implementation, and reasons faculty believed the support would help students succeed. The literature review guided grouping non-academic support into five forms: nurturing, helping students’ motivation, providing a growth mindset theory of intelligence, helping provide social integration, and helping to …