Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Education
Relationships Between Placement Criteria And Students' Online Developmental Math Final Grades, Michael P. Gibson
Relationships Between Placement Criteria And Students' Online Developmental Math Final Grades, Michael P. Gibson
Doctoral Dissertations and Projects
Students placed into developmental math courses experience significantly increased costs for obtaining a college degree. They are also considerably more likely to drop out of college without obtaining a degree. However, many students need developmental math if they are going to succeed in their college level math courses. As a result, it is vitally important to both students and educators concerned with student success that students are placed into the correct courses. Little, if any, work has done been in this area for online math courses despite the explosive growth of online college level education in the last two decades. …
Relations Between Placement Criteria And Students' Emporium-Based Developmental Math Final Grades, George Sherman
Relations Between Placement Criteria And Students' Emporium-Based Developmental Math Final Grades, George Sherman
Doctoral Dissertations and Projects
With computer-based math emporiums serving many post-secondary students who are assigned developmental coursework, the need to evaluate the predictive value of math placement criteria for math emporium courses presented an opportunity for research. This quantitative, predictive, correlational study explored how accurately the predictor variables of students’ ACT/SAT math component scores, local math assessment results, and unweighted high school GPAs foretold the criterion variable of students’ final math grades in MATH 100, an entry-level, residential, developmental math course taught through a private university’s math emporium. The research relied on archival data pulled from the university’s system of records, and the samples …
Academic And Affective Outcomes Of Computer-Based Instruction On Developmental Math Students, Eric M. Kohler
Academic And Affective Outcomes Of Computer-Based Instruction On Developmental Math Students, Eric M. Kohler
Doctoral Dissertations and Projects
A study aligning the positive aspects of technological-based learning with the high-risk population of developmental math students was conducted to ascertain the academic and affective outcomes of an "emporium model" of instruction on students with a case history of mathematical failure. By running parallel course sections in both emporium (treatment) and lecture-based (control) formats at two comparable universities, the quasi-experimental research design examined the effects of instructional delivery on students' academic completion rates, pass rates, and retention rates. Affective responses, namely mathematics anxiety levels and locus of control, were also studied using pre-post survey data to identify students' within-group emotionality …
A Transcendental Phenomenological Study Of Developmental Math Students' Experiences And Perceptions, Megan Cordes
A Transcendental Phenomenological Study Of Developmental Math Students' Experiences And Perceptions, Megan Cordes
Doctoral Dissertations and Projects
Current literature suggests the rise of enrollment among United States (U.S.) postsecondary institutions but the decline in graduation rates. While there is extensive quantitative data examining course redesigns and increasing student achievement in developmental math courses, there is limited research examining students' experiences and perceptions within these courses. The purpose of this transcendental phenomenological study was to examine the experiences and perceptions of developmental math students. This study utilized the theoretical framework of Bandura's (1997) social cognitive theory and Tinto's (2012a) retention theory. Research questions focused on the lived experience of struggling within a developmental math course, past math experiences …