Education Commons^™

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 …

Effects Of Professional Learning Communities On Instructional Revisions In Secondary Mathematics Classrooms, John Kenneth Bond

Theses, Dissertations and Capstones

This non-experimental, descriptive study examined the effect(s), if any, that professional learning communities have had on the professional practices of secondary (grades 9-12) mathematics teachers in Boone, Clay, Putnam, and Kanawha counties in West Virginia. Also investigated were the potential differences in instructional-practice change(s) based on selected demographic variables: sex, degree level, the grade level taught, the total years of teaching experience, the total number of years in their current position, the specific math subject taught, the total number of years of PLC participation, and the composition (e.g., departmental, cross-curricular, or both) of participants’ PLC. Data were collected from a …

Evaluating High School Mathematics Performance Measures And Student Attributes For Predicting Remedial Mathematics Success And Student Retention In College, Sherri L. Stepp

Theses, Dissertations and Capstones

The purpose of this study was to evaluate multiple high school student attributes and performance measures that could be considered for use in predicting success in developmental mathematics courses and college-level math courses at Marshall University in Huntington, West Virginia. This study also evaluated the predictive ability of the same high school student attributes and performance measures in determining first-year fall-to-fall retention rates for successful math students.

The study population consisted of first-time freshmen who entered the case study institution in the fall semesters of 2010 through 2014 and graduated from West Virginia public high schools. The population was stratified …