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Utilization Of Academic Support Services Among Undergraduate Students Enrolled In A Workload Mathematics Course, Online Or In-Person, Jennifer Healey
Utilization Of Academic Support Services Among Undergraduate Students Enrolled In A Workload Mathematics Course, Online Or In-Person, Jennifer Healey
Master of Science in Mathematics
This research study examined the utilization of academic support resources, students’ sense of belonging, and achievement levels in online and in-person sections of a workload mathematics course at UC Davis. The findings indicate that there were no significant differences in the utilization of support services between the two instructional modalities, suggesting that both modes offered similar opportunities for student engagement and learning. Additionally, no significant differences were found between online and in-person students in their overall sense of belonging at UC Davis and with classmates. However, differences were observed in specific survey questions about meeting classmates outside of class to …
The Connections Between The Use Of Aleks And Ohio State Assessments, Algebra 1 Eoc, Map, Act, And Geometry Eoc., Brandon Freeman
The Connections Between The Use Of Aleks And Ohio State Assessments, Algebra 1 Eoc, Map, Act, And Geometry Eoc., Brandon Freeman
Master of Science in Mathematics
The main focus of this research is to determine the value that the use of ALEKs in an Ohio urban high school has on Ohio State assessments. The features of ALEKs that are looked at are total progress pie completed and number of years ALEKs was used. The Ohio State Assessments that were looked at are MAP, Algebra 1 EOC, Geometry EOC, and ACT. The data was collected from all 7th -12th grades enrolled during the 2022-2023 school year. This research shows that the use of ALEKs at the collegiate level has shown improvements for Mathematics placement and College Algebra …
The Examination Of Text Anxiety, Homework Grade, Exam Grade, And Gender To DeterMine Course Success In Masters Students, Jenna Nottle
The Examination Of Text Anxiety, Homework Grade, Exam Grade, And Gender To DeterMine Course Success In Masters Students, Jenna Nottle
Master of Science in Mathematics
Anxiety is a feeling that almost every human has felt at some point in their life. Test anxiety is a branch of anxiety. Test anxiety is a combination of physical and motional symptoms that interfere with the ability to perform well on a test. Test anxiety can causes consequences of failure, worry about the exam itself, lack confidence in one’s own ability, and have low self-esteem. Studies have shown negative impact on test anxiety and test scores. A lot of this research done has been at the elementary level through undergraduate level in a students educational journey. However, not much …
Factors Contributing To Students Success On Algebra 1 End-Of Course Exams, Mirranda Glasgow
Factors Contributing To Students Success On Algebra 1 End-Of Course Exams, Mirranda Glasgow
Master of Science in Mathematics
High school students in the state of Ohio are required to meet or exceed a specific score on several standardized tests in different subjects in addition to meeting coursework requirements to receive a high school diploma. These tests are called end-of-course (EOC) exams. As the name implies, these exams are given at the end of a required high school course and are based on the state standards for that course. Although these tests are aligned with the standards being used to create the curriculum, many students do not reach the required score when completing the test the first time. This …
Predictors Of Student Success In A Virtual High School Math Program, Terry Barnett
Predictors Of Student Success In A Virtual High School Math Program, Terry Barnett
Master of Science in Mathematics
Before the Covid-19 pandemic of 2020, much of the research being done on virtual education was focused on the postsecondary level of instruction. With the Covid-19 pandemic forcing most school districts to offer some form of virtual instruction, the need for research at the secondary level and below had become more apparent, and much research has been done to fill in the gaps of what we know. This research project initially sought to explore the effects of synchronous versus asynchronous instruction, and how that instruction related to student success in a virtual high school mathematics program. As this author gained …
The Impact Of Offering Algebra 1 In Middle School On Student Achievement, Jessica Buran, Laura Deber
The Impact Of Offering Algebra 1 In Middle School On Student Achievement, Jessica Buran, Laura Deber
Master of Science in Mathematics
A strong background in mathematics can set students up for success in future math classes and STEM careers (science, technology, engineering, and mathematics). There has been a push to offer Algebra 1 earlier to prepare students with a strong foundation in mathematics and to allow students to complete Calculus before leaving high school. However, in a district where block scheduling allows all students to complete Calculus in secondary school, does offering Algebra 1 in middle school still improve academic achievement? The main goal of this study is to see how student achievement is affected when implementing a program where advanced …
Understand The Problem Of The Haitian Data Management Using A Difference Equation : A Case Study On The Calculation Method Used By The Office Of National Identification (Oni) To Generate The List Of Voters For The General Elections Of 2015 And 2016., Jacques A. Demezier
Master of Science in Mathematics
This study put emphasis on the problem of data management facing the Haitian Government. Such a problem the researcher has addressed with a case study on the calculation method used by the National Office of Identification ( ONI). Since the age voting population deriving from the calculation method used by ONI was an accumulation of those expecting to attain the age voting at time (t+1) adding to those already reached the age voting at time (t) without being exposed to any type of constrains, the goal was to prove how that said population could not have been exempt for haven’t …
Predicting Academic Achievement In Undergraduate Statistics Courses Using The Grit Gauge, Brittany Barbush
Predicting Academic Achievement In Undergraduate Statistics Courses Using The Grit Gauge, Brittany Barbush
Master of Science in Mathematics
Higher education institutions strive to make accurate predictions regarding student achievement. These predictions can lead to productive admissions policies, better initial course placements, greater retention rates, and ultimately higher graduation rates. Current research suggests that cognitive and non-cognitive factors can predict academic success. Using a multiple measures system can provide the most encompassing assessment method for potential student success. Grit is a non-cognitive factor that has recently gained the attention of researchers in its ability to predict success. Grit can be described as a dispositional personality trait that enables an individual to achieve long-term goals despite difficulties that may arise. …
Cognitive And Non-Cognitive Predictors Of Academic Success In Undergraduate Mathematics Courses, Amy Lamb
Cognitive And Non-Cognitive Predictors Of Academic Success In Undergraduate Mathematics Courses, Amy Lamb
Master of Science in Mathematics
The changes in student demographics and course modality led the researcher to examine cognitive and non-cognitive predictors of academic success in undergraduate mathematics courses. Linear regression analyses were used to determine if ACT and mathematics subscore, high school grade point average, GRIT Gauge® score, age and socioeconomic status were significant predictors of academic success in undergraduate mathematics courses. The results indicated that only high school grade point average was a significant predictor of academic success. In addition, independent samples t-tests were used to determine if there was a statistically significant difference in the mean GRIT® score between STEM and non-STEM …