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Relationship Of Supplemental Instruction And Attitude Of Students Enrolled In College Algebra, Kele Anne Mckaig
Relationship Of Supplemental Instruction And Attitude Of Students Enrolled In College Algebra, Kele Anne Mckaig
OTS Master's Level Projects & Papers
The problem of this study was to determine the relationship of supplemental instruction on the attitudes of college algebra students at a Southeastern university. The population for this study consisted of college algebra students enrolled in M102 and M103 courses in the Summer 2018 semester. While M102 and M103 cover the same material, M103 requires mandatory tutoring in addition to the classroom instruction. A survey of these students provided data on their attitudes toward mathematics at the beginning and end of their college algebra course. The first research question of this study asked to what extent attitudes differ, if at …
Testing Methods And Pass/Fail Rates In Developmental Mathematics Classes At Southwest Virginia Community College, Charlotte Tiller
Testing Methods And Pass/Fail Rates In Developmental Mathematics Classes At Southwest Virginia Community College, Charlotte Tiller
OTS Master's Level Projects & Papers
To solve this problem the following hypothesis was developed: There is no correlation between examination method and pass/fail rate of students in developmental mathematics at Southwest Virginia Community College.
A Study To Compare The Grades Of Algebra I Students That Participated In Tutoring Sessions With The Grades Of Students Who Did Not Receive Tutoring, James W. Wilkerson
A Study To Compare The Grades Of Algebra I Students That Participated In Tutoring Sessions With The Grades Of Students Who Did Not Receive Tutoring, James W. Wilkerson
OTS Master's Level Projects & Papers
The hypothesis of this study was: 1. Tutoring students for an Algebra I class at Dabney S. Lancaster Community College will improve students' abilities to successfully complete the class.