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Community College Student Success In Developmental Mathematics Courses
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Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309496659 Total Pages :123 pages Book Rating :4.3/5 (94 download)
Book Synopsis Increasing Student Success in Developmental Mathematics by : National Academies of Sciences, Engineering, and Medicine
Download or read book Increasing Student Success in Developmental Mathematics written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2019-11-18 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop.
Book Synopsis Community College Student Success in Developmental Mathematics Courses by : Judith Keller
Download or read book Community College Student Success in Developmental Mathematics Courses written by Judith Keller and published by . This book was released on 2014 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Developmental Mathematics in Two-year Community Colleges and Student Success by : Brenda Catherine Frame
Download or read book Developmental Mathematics in Two-year Community Colleges and Student Success written by Brenda Catherine Frame and published by . This book was released on 2012 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Poor success rates of developmental mathematics courses at community colleges have currently received nationwide attention. Efforts to remedy the situation include complete course redesigns and intervention strategies. A recent intervention strategy in use is the implementation of success courses that are aimed at changing the learning perspectives of developmental students. The purpose of this mixed-method comparative study was to closely examine this strategy as it relates specifically to students studying developmental mathematics at the lowest level at one community college. Students taking the lowest level developmental mathematics course at the participating community college were designated into one of two groups: those taking mathematics with the success course and those taking mathematics without a success course. The study explored students' perceptions and belief structures regarding the study of developmental mathematics and focused on identifying any changes in student belief structures over the course of one semester. Descriptive statistics regarding grade achievement of the population with the student success course provide insight into the possible benefits of the success course for developmental mathematics students. Participants in the study, starting out in the lowest mathematics course offered at the community college, need more mathematics in order to obtain a degree or certificate from the college. Rate of registration for the subsequent mathematics courses were also analyzed in the study. Findings showed that the offering of a success course to students who are at-risk in developmental mathematics has made some improvements in the percentage of students who were able to satisfactorily complete the first level developmental mathematics course at one community college. It also showed that for students who did not pass the success course, there was a nearly one-to-one relationship with unsuccessful completion of a low-level mathematics course. Qualitative data helps explain how the two groups were quite different and also helps to explain findings.
Book Synopsis Breaking Barriers by : Brian Cafarella
Download or read book Breaking Barriers written by Brian Cafarella and published by CRC Press. This book was released on 2021-06-30 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fact college students often struggle in mathematics is not new. They exhibit a great deal of anxiety, dislike, and overall disinterest. Quantitative data displaying abysmal student success rates are widely available and shared. This book explores the complexity surrounding the issue of student difficulties in community college math. Though much quantitative research focuses on the faculty experiences and perspectives regarding methods and practices, the author puts the focus on students’ experiences. The book presents the results of a study focused on students who struggled in mathematics. Though their experiences varied, they all entered community college with a great deal of disgust and anxiety toward mathematics courses and requirements. These impressions and attitudes create barriers to success. However, all the students eventually succeeded in fulfilling their college-level mathematics requirement. The author presents these students’ experiences prior to entering community college, what led to both success and failure in their math courses, and the common themes leading to success and failure. Through these student responses, the author assists readers in gaining a better understanding of the community college student who struggles in math and how to break students’ community college math barriers to success. TABLE OF CONTENTS Preface 1. Math is a Four-Letter Word 2. The Framework for Developmental and Introductory College-Level Math 3.The Study, Settings, and the Participants 4. Prior Experiences in Math 5. Attempting Math and Community College 6. Navigating the First Developmental Math Course 7. Math Pathways and Completing Developmental Math 8. The End of the Rainbow 9 I Need More Math...Now What? 10. Lessons Learned in the Aftermath Appendix A: Analyzing the Results and Ensuring Accuracy Appendix B: Pre-Algebra and Introduction to Algebra Course Content Appendix C: Stand-Alone Quantway 1 and Statway 1 Course Content Appendix D: Elementary Algebra (all half semester) Content Appendix E: Intermediate Algebra Content Appendix F: Lead Questions for Student Participants Appendix G: Lead Questions for the Lester Community College Faculty Index BIOGRAPHY With 21 years of experience in mathematics education and 17 years as a community college math professor, the author has instructed courses from developmental math through calculus. He has served as Chair of the Developmental Math Department and Assistant Chair of the Mathematics Department at Sinclair College, Dayton, Ohio. He received the Jon and Suanne Roueche Award for Teaching Excellence and the Ohio Magazine Excellence in Education Award. His published research focuses on faculty viewpoints regarding pedagogical practices as well as conceptual research concentrating on developmental math. His article, "Acceleration and Compression in Developmental Math: Faculty Viewpoints," was awarded Article of the Year by the Journal of Developmental Education.
Book Synopsis Developmental Mathematics Education Policies at Kansas's Community Colleges by : Teresa A. Muller
Download or read book Developmental Mathematics Education Policies at Kansas's Community Colleges written by Teresa A. Muller and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "This research compared the policies governing developmental mathematics education programs at thirteen community colleges in the state of Kansas with student's success in developmental mathematics courses. Particularly, this study sought to determine what policies had the greatest positive effect on students' success in developmental mathematics courses. The research design was two-phased. The first consisted of a survey of developmental mathematics education instructional leaders to examine their colleges' policies and collect data on student performance and persistence rates in developmental mathematics courses. Thirteen developmental mathematics education instructional leaders from Kansas's community colleges were surveyed. The community colleges surveyed had student enrollments ranging from 1064 to 7745 students, with 4285 students enrolled in developmental mathematics courses (Kansas Board of Regents, 2002). The second phase of the study consisted of interviewing three developmental mathematics instructional leaders from three different community colleges with high success rates among their developmental mathematics students. These success rates were derived from analysis of the student performance and persistence data collected in the surveys. Seventy-four percent of the developmental mathematics students enrolled in the fall of 1999 and the spring of 2000 at these three community colleges were successful in their developmental mathematics courses. The results of the study demonstrated the need for mandatory assessment and placement in developmental mathematics courses. Proper placement through mandatory placement policies and good counseling were vital to student success in developmental mathematics courses. Mandatory placement policies should not be waived. This study found that policies alone would not guarantee student success in developmental mathematics courses. Two other elements that increased students' success in developmental mathematics courses was the utilization of academic support centers and the developmental mathematics instructors' commitment to developmental mathematics students. The academic support centers, which include tutoring and computerized instruction, were essential components to facilitate student success. Community colleges need to make a commitment to their developmental mathematics students in order to increase students' opportunities for success"--Abstract.
Book Synopsis Completion and Success of Community College Developmental Students Enrolled in Online Mathematics Coursework by : Mary Monica Ryder
Download or read book Completion and Success of Community College Developmental Students Enrolled in Online Mathematics Coursework written by Mary Monica Ryder and published by . This book was released on 2022 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: As online education gains popularity among both learners and postsecondary institutions, there is a movement toward identifying ways to promote student success. Over half of all higher education institutions offer online classes, due in part to the ease of offering and scheduling (Hoffman, 2006); educators seek ways to identify any demographic or academic characteristics that lead to success (Jaggars & Bailey, 2010). With the growth and popularity of online learning, postsecondary institutions must continue to develop best practices in the areas of online teaching pedagogies to promote student success. Within community colleges there is a growing acceptance of online courses and given that over 60% of incoming students test into developmental math coursework (Chen, 2016), answers must be sought to assist these developmental math learners toward online success. This study investigated the role of various student characteristics concerning student success in online developmental math course completion. The sample was students enrolled in a specific identified gateway mathematic course offered fully online in at a large suburban, public community college located in the northeastern part of the United States. Utilizing a mixed methods explanatory sequential design, explored course completion rates of developmental students enrolled in online college-level mathematics courses, the study analyzed the role of demographic and academic characteristics for developmental students enrolled in a college-level mathematics course offered fully online from the fall 2017 through fall 2019 academic year. A second phase of semi-structured interviews was conducted to explore aspects of student success from individuals identified in the first phase. As the success of developmental college students is at the forefront of postsecondary institutions in their mission for student success online, the ability to identify characteristics that could lead to student success may assist in recommendations for online instructors and assessment of developmental math student college-level mathematics course completion.
Book Synopsis Innovations in Developmental Math by : Cecilia Le
Download or read book Innovations in Developmental Math written by Cecilia Le and published by . This book was released on 2011 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly 60 percent of incoming community college students are unprepared for college-level work and must take at least one pre-college, "developmental" course, usually in math or English, before enrolling in any credit-bearing classes toward a degree. Within developmental education, students are most likely to need help with mathematics, and students who enter community college needing to take developmental math fare the worst in terms of outcomes making this an issue that deeply affects students. Lack of readiness for college math is as damaging as it is widespread. Students are more likely to fail developmental mathematics than any other course in higher education, according to the Carnegie Foundation for the Advancement of Teaching. Thus, it is not surprising that many students referred to developmental math choose to bypass such courses and services, without knowing the detrimental consequences of this decision on their overall educational goals. This brief looks at three community colleges that have made significant investments in programs to improve student success in developmental math. These colleges are spotlighted for their implementation of the varied approaches to developmental math described above and for their ability to demonstrate outcomes for their students. The community colleges featured in this brief are: (1) Florence-Darlington Technical College in South Carolina; (2) Delaware County Community College in Pennsylvania; and (3) Chaffey College in California. (Contains 4 tables and 11 endnotes.).
Book Synopsis Breaking Barriers by : Brian V. Cafarella
Download or read book Breaking Barriers written by Brian V. Cafarella and published by A K Peters/CRC Press. This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fact college students often struggle in mathematics is not new. They exhibit a great deal of anxiety, dislike, and overall disinterest. Quantitative data displaying abysmal student success rates are widely available and shared. This book explores the complexity surrounding the issue of student difficulties in community college math. Though much quantitative research focuses on the faculty experiences and perspectives regarding methods and practices, the author puts the focus on students' experiences. The book presents the results of a study focused on students who struggled in mathematics. Though their experiences varied, they all entered community college with a great deal of disgust and anxiety toward mathematics courses and requirements. These impressions and attitudes create barriers to success. However, all the students eventually succeeded in fulfilling their college-level mathematics requirement. The author presents these students' experiences prior to entering community college, what led to both success and failure in their math courses, and the common themes leading to success and failure. Through these student responses, the author assists readers in gaining a better understanding of the community college student who struggles in math and how to break students' community college math barriers to success. TABLE OF CONTENTS Preface 1. Math is a Four-Letter Word 2. The Framework for Developmental and Introductory College-Level Math 3.The Study, Settings, and the Participants 4. Prior Experiences in Math 5. Attempting Math and Community College 6. Navigating the First Developmental Math Course 7. Math Pathways and Completing Developmental Math 8. The End of the Rainbow 9 I Need More Math...Now What? 10. Lessons Learned in the Aftermath Appendix A: Analyzing the Results and Ensuring Accuracy Appendix B: Pre-Algebra and Introduction to Algebra Course Content Appendix C: Stand-Alone Quantway 1 and Statway 1 Course Content Appendix D: Elementary Algebra (all half semester) Content Appendix E: Intermediate Algebra Content Appendix F: Lead Questions for Student Participants Appendix G: Lead Questions for the Lester Community College Faculty Index BIOGRAPHY With 21 years of experience in mathematics education and 17 years as a community college math professor, the author has instructed courses from developmental math through calculus. He has served as Chair of the Developmental Math Department and Assistant Chair of the Mathematics Department at Sinclair College, Dayton, Ohio. He received the Jon and Suanne Roueche Award for Teaching Excellence and the Ohio Magazine Excellence in Education Award. His published research focuses on faculty viewpoints regarding pedagogical practices as well as conceptual research concentrating on developmental math. His article, "Acceleration and Compression in Developmental Math: Faculty Viewpoints," was awarded Article of the Year by the Journal of Developmental Education.
Book Synopsis Programmatic Practices that Promote Student Success in Community College Math Developmental Education by : Elizabeth J. Meza
Download or read book Programmatic Practices that Promote Student Success in Community College Math Developmental Education written by Elizabeth J. Meza and published by . This book was released on 2015 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost half of all college students in the U.S. attend community colleges; almost sixty percent of these students are referred to remedial English, reading or math through means of a standardized placement exam, with math being a the greatest area of need. While these courses, often as many as four in a sequence, are meant to be a boost for students unprepared for college-level coursework, they have low success rates and few students make it through the entire sequence to succeed in a first college-level math course, leaving them far short of graduation or a meaningful credential. While developmental (aka remedial) education, those courses or sequences of courses below the college-level, has received a lot of attention recently due to its high costs and low student success rates, current research has largely failed to document, examine, or classify programmatic approaches to developmental education. This lack of information that would facilitate analysis is due in part to the relatively recent recognition of the problem, but it is also because of the difficulty accessing reliable information about large numbers of programs and the range of definitions, student populations, and perceived quickly shifting innovations (some may go as far as to say educational fads) that developmental education programs encompass. Unfortunately, this lack of a comprehensive picture of developmental education programs has led to either the complete elimination of the programs as unnecessary and perhaps counterproductive for students, or to a focus on a number of disparate approaches with little underlying theory behind them or even agreement as to the problem. This research is centered in 28 Washington state community college campuses and examines a mixed methods approach to answer three main questions: 1) To what extent and in what ways do math developmental program elements vary across institutions? Developmental education may vary widely even within one relatively homogenous state system of community colleges, such as the system in Washington. Programs have differing resources devoted to them, as well as differing pedagogy, intervention strategies and approaches, student referral and advancement policies, etc., and this variation has not even been fully described in previous research. 2) To what extent do student outcomes, as measured by completion of the developmental sequence, completion of a first college-level math course, and highest education reached, vary across the different math developmental education programs, after controlling for student characteristics, among the 28 community colleges in Washington State? What proportion of overall variance is contributed by student characteristics vs. programmatic factors? Wide institutional variation has been found in previous outcomes studies of professional-technical programs leading to terminal associate degrees in Washington, suggesting that institutional or programmatic variables may be contributing significantly to student success or lack of it (Scott-Clayton & Weiss, 2011). 3) What program policies and practices seem to be associated with positive outcomes for developmental education students? Can developmental education programs be categorized in some meaningful way? Is there a "typology" or categorization of programs that identifies characteristics that seem to be associated with either positive or negative results? For example, do schools with better (or worse) results, net of student characteristics, share identifiable programmatic characteristics in terms of policy and practice variables that are positively or negatively associated with student outcomes? I find from this research that strategies such as reducing the total number of courses in developmental education pathways, implementing alternatives to placement in developmental math via standardized tests, and better preparing students for assessment, are associated with greater student success in completing the developmental math sequence and in completing a first college level course. I also find that colleges with these more innovative features are significantly more successful than their more traditional institutional peers in terms of student outcomes. However, I also find no variation between colleges in the outcome of highest education reached, after controlling for student background characteristics. It seems that, at least for this sample, college did not have a significant association with ultimate educational attainment. Diving deeper to examine colleges' policies, practices, and the perspectives of students, faculty, and administrators, I find wide variation in pathways, program structure, assessment policies, connection to advising, tutoring, and institutional research departments, and day-to-day concerns and operations. One commonality is the conviction that teaching that addresses student motivation and confidence in their ability to learn math and peaks their interest, factors not usually examined systematically in higher education policy research, is central to developmental education student success. This research informs strategies for increased college completion for underprepared students. College completion has emerged as of paramount importance in fostering U.S. economic development and global competitiveness, yet if half of college students are unprepared for college work and thus are unlikely to persist to degree completion despite their motivation to attend college, serious attention should be paid to what can be done to increase their odds of success.
Book Synopsis Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College by : Antonio Guadalupe Carranza
Download or read book Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College written by Antonio Guadalupe Carranza and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A random sample of 200 Hispanic/Latino students from a predominately Hispanic/Latino South Texas community college was used to determine if the implementation of MyMathLab had a positive effect on students' academic grade performance. The purpose of this study was to explore whether a web-based technology, MyMathLab, made a difference in student success in both a developmental mathematics course and a subsequent college algebra course. Additionally, this study examined whether the effect differs by instructors' characteristics contributing to successes or failures of students in developmental mathematics courses. Student success in developmental mathematics courses was measured by pre and post MyMathLab tests in addition to grade distributions from 2001 and 2005 (before MyMathLab) across the two developmental courses and a college algebra course and the implementation of MyMathLab between 2008-2012 to determine if using MyMathLab had an impact on student success in two developmental courses and an early algebra course. Also, the instructors completed two surveys. The Mathematics Teaching Efficacy Belief Instrument (MTEBI) and Instructors Educational Philosophies (IEP). The survey questions were compared to the results to determine if the instructors' characteristics had an impact on student's achievement in developmental courses enhanced by MyMathLab. The overall findings of the study suggests that with the implementation of MyMathLab taken on average the typical student was able to increase their academic performance in the developmental mathematic courses (Math0375, Math0376) and college algebra course (Math1314). The PTE overall findings suggest that mathematic instructors were uncertain if they had the ability to teach effectively in the classroom. The TOE represented mathematics instructors were uncertain if they effectively taught students to succeed in college and were uncertain if they had a positive effect on students learning. The IEP overall findings suggest that mathematics instructors' personal teaching efficacy was a more learner-center approach rather than a teacher-center approach. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155217
Book Synopsis Developmental Education Preparation by : Ajai Cribbs Simmons
Download or read book Developmental Education Preparation written by Ajai Cribbs Simmons and published by Rowman & Littlefield. This book was released on 2022-12-15 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental Education Preparation suggests faculty development that can be used for teaching developmental education and corequisites courses, specifically in mathematics. Providing a look into the needs of students that may not be prepared for college level courses, the premise of the book is to prepare the faculty as much as possible to handle a developmental course. Complete with techniques, pedagogy, instructional skills, when combined all together, this book can help with developing meaningful professional development on any campus across the nation. The interviews presented in this book provide the reality of some faculty of developmental mathematics education and revealed common trends in the needs and characteristics of corequisite courses. Based on the themes found, professional development is suggested to aid in helping shift any negative components of those themes. The themes help better understand the needs of teaching these challenging courses. Student success should start with faculty making sure they are equipped with the tools and understanding of the students. Student’s readiness starts with the faculty’s readiness. Having the combined understanding of faculty and student needs can help to create a professional development plan that will enhance the developmental level mathematics courses in higher education.
Book Synopsis Increasing Stem Participation and Student Success of Developmental Mathematics Students at an Urban Community College by : Vanessa A. Hill
Download or read book Increasing Stem Participation and Student Success of Developmental Mathematics Students at an Urban Community College written by Vanessa A. Hill and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed method, quantitative and qualitative, study explores the effects of a curriculum with an emphasis on scientific, technological, and engineering focused problems and careers on student success and interest in Science, Technology, Engineering, and Mathematics (STEM). The setting is an urban community college where in the spring of 2016, 71% of the students tested into developmental mathematics (STCC, 2017). The course of study was Algebra one, a developmental, non-college credit bearing, mathematics course. Students had the option of two paths for the subsequent course, a terminal college level mathematics class, or a STEM pathway developmental algebra two course. Pass rates, pre/posttests, pre/post interest surveys, and subsequent math course were recorded and analyzed. Furthermore, implications and limitations of the study were examined with recommendations for future research presented. The findings were that there was an increase in both path rates, and STEM interest.
Book Synopsis Community College Student Achievement in Web Based Software-enhanced Developmental Mathematics Courses by : Andrew Mark Aberle
Download or read book Community College Student Achievement in Web Based Software-enhanced Developmental Mathematics Courses written by Andrew Mark Aberle and published by . This book was released on 2015 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this causal-comparative study was to compare the performance of students receiving web based software-enhanced instruction with the performance of students receiving lecture only instruction in terms of retention rates, success rates, test grades, and final exam scores for developmental mathematics courses at Ozarks Technical Community College. The researcher randomly selected 250 participants from the population of students experiencing software-enhanced instruction during the 2012-2013 academic year and 250 participants from the population of students experiencing lecture only instruction during the 2010-2011 academic year. Several demographic variables were compared to control for intervening variables. The sample data was tested against population records to address validity concerns. The researcher formed four conclusions: (a) course retention rates were not impacted after redesigning the developmental math courses; (b) success rates increased after the implementation of software-enhanced instruction; however, the improved rate may not have been fully attributed to the redesign; (c) the effects on unit exam scores were mixed with lower scores on the first test and higher scores on the second and third exams; (d) software-enhanced instruction did not significantly improve final exam scores.
Book Synopsis Are college student success courses effective corequisites to developmental mathematics in community colleges? by : Karen L. Reilly
Download or read book Are college student success courses effective corequisites to developmental mathematics in community colleges? written by Karen L. Reilly and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Learning Communities for Students in Developmental Math by : Evan Weissman
Download or read book Learning Communities for Students in Developmental Math written by Evan Weissman and published by . This book was released on 2011 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: For students in developmental math, a primary short-term goal of learning communities is to accelerate students' progression through the math sequence and into college-level coursework. A longer-term goal is that enrolling in developmental math learning communities will increase students' ultimate likelihood of earning a credential or transferring to a four-year institution. Queensborough Community College and Houston Community College are two large, urban institutions that have implemented developmental math learning communities with these goals in mind. At each school, cohorts of 20 to 25 students co-enrolled in developmental math and a linked course; at Queensborough, all levels of developmental math were linked primarily with college-level courses, and at Houston, the learning communities linked the lowest level of developmental math with the college's student success course, which is designed to prepare students for the demands of college. These colleges are two of the six participating in the National Center for Postsecondary Research's (NCPR) Learning Communities Demonstration. The demonstration at these colleges was designed to determine whether the programs succeeded in boosting their students' success. A total of 1,034 students at Queensborough and 1,273 students at Houston entered the study between 2007 and 2009. Based on a longer report of the same title, this Brief presents impact findings for Queensborough and Houston's developmental math learning communities. [This brief was written with Rashida Welbeck. For related reports, see "Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges" (ED516646); and "Learning Communities for Students in Developmental Math: Impact Studies at Queensborough and Houston Community Colleges. Executive Summary" (ED516652).].
Book Synopsis The Impact of Learning Environment on Student Success in Developmental Math by : Jean M. Ashby
Download or read book The Impact of Learning Environment on Student Success in Developmental Math written by Jean M. Ashby and published by . This book was released on 2013 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing enrollments in community colleges has led to an increase in distance education courses. The developmental coursework necessary for many community college students is being offered both in online and hybrid environments. These students face challenges with the content and now find themselves needing to learn in a virtual classroom. Current research (Chernish, DeFranco, Lindner, & Dooley, 2005; Frederickson, Reed, & Clifford, 2005; Herman & Banister, 2007; Kromrey & Purdom, 1995; Scheetz & Guntner, 2004) shows that there is no difference in student success based on the learning environment, but this was completed primarily with upper-class and graduate students. This study investigated student success in a developmental math course taught in the face-to-face, hybrid, and online environments at a mid-Atlantic community college. Cognitive Load Theory was used during the design of the course and its principles were maintained in all of the learning environments. The sample was 167 students with an average age of 25 years, 58% were female, 49% were Caucasian and 43% were African-American. The focus was on student success, but the impact attrition had on the results of the study is discussed. The study also investigated student characteristics and their relationship to success. Age, gender, race, student status, placement scores, financial aid, learning style, locus of control, and technology skills are all compared between successful and unsuccessful students to determine if specific traits were more beneficial within a particular environment.
Book Synopsis Orchestrating Effective Practices in Developmental Math by : Patricia Anne Levine-Brown
Download or read book Orchestrating Effective Practices in Developmental Math written by Patricia Anne Levine-Brown and published by . This book was released on 2015 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental mathematics courses are intended to help underprepared students but often are a barrier for hundreds of students who fail these courses. High failure rates prevent students from achieving their academic goals, therefore; educational institutions are looking for methods to increase success in these courses. Such was the case at Florida State College at Jacksonville (FSCJ), where high failure rates in developmental mathematics presented problems to the institution and its students. To increase pass rates in developmental education courses, a college-wide redesign initiative introduced in 2009 led to the implementation of a research-based model for developmental education. This model would be implemented in the form of Academic Success Centers (ASC) incorporating practices tailored to increase student success and persistence. To examine success rates of students taking developmental education courses in the ASCs, the College conducted a longitudinal predictive analytics study known as the Chi-squared Automatic Interaction Detection (CHAID). The CHAID analyzed student success and retention of 10,051 developmental mathematics students over two academic terms. Additionally, the CHAID identified highly successful developmental mathematics teachers. These teachers, and the environment in which they taught (ASCs), became the basis of this qualitative study. The purpose of the study was two-fold. First, it focused on identifying pedagogical practices of highly successful developmental mathematics faculty who taught in the Academic Success Centers at FSCJ. Second, it focused on the areas of impact of the ASC as an environmental factor in student success. Data collected through observations, interviews, and documented analysis, along with the use of text mining, revealed that patterns emerged among participants in which they shared common beliefs about the importance of communicating with students, forming relationships with students, lecture and lab practices, the availability of physical resources, and the availability of academic support services within the environment where they interacted with their students. The intent of using the evidence from the key findings is to provide community college leaders with insight into pedagogical practices shared by highly successful developmental mathematics teachers and the role the learning environment serves in meeting students' educational needs.
