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Improving Algebra Test Scores Of Community College Students By Using A Repetition Approach
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Book Synopsis Improving Algebra Test Scores of Community College Students by Using a Repetition Approach by : Gerald F. Steiner
Download or read book Improving Algebra Test Scores of Community College Students by Using a Repetition Approach written by Gerald F. Steiner and published by . This book was released on 1993 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of Academic Achievement and Retention of Community College Students in College Algebra After Completion of Traditional Or Technology-based Instruction by : Jennifer Ferrill Seal
Download or read book A Comparison of Academic Achievement and Retention of Community College Students in College Algebra After Completion of Traditional Or Technology-based Instruction written by Jennifer Ferrill Seal and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to compare the success rates in College Algebra between two groups of students attending a Mississippi community college. Eighty students enrolled in a College Algebra course were taught using traditional instructional techniques, and 70 students received technology-enhanced instruction. This study considered the effects of grade scores on a mathematics-achievement pretest and posttest, student attitudes toward mathematics, time-on-task while using technology during mathematics study, mathematics subscores on the American College Test, and withdrawal rates. Data collected for this study were derived from the official transcripts of students enrolled in spring 2007 College Algebra classes of a Mississippi community college serving as the study site. A total of 150 students participated in the study. Statistical analysis included t tests, chi-square tests, Pearson product-moment correlations, and analysis of covariance to examine relationships between the two groups of students. The results indicate that the students who received College Algebra instruction via technology-based methods learned equally as well as the students who received the same instruction via traditional methods. The findings also indicate that the students who participated in the traditional College Algebra course had improved attitudes toward mathematics upon completion of the semester. With regard to those who participated in the technology-based College Algebra course, the amount of time devoted to technology use during mathematics study did not correlate to their final grades (i.e., grades were not higher as this expenditure of time increased).
Book Synopsis Improving Algebra to Improve Math Standardized Test Scores by : Lee Ann Parmentier
Download or read book Improving Algebra to Improve Math Standardized Test Scores written by Lee Ann Parmentier and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mainstreaming Remedial Mathematics Students in Introductory Statistics by : Alexandra W. Logue
Download or read book Mainstreaming Remedial Mathematics Students in Introductory Statistics written by Alexandra W. Logue and published by . This book was released on 2014 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used a randomized controlled trial to determine whether students, assessed by their community colleges as needing an elementary algebra (remedial) mathematics course, could instead succeed at least as well in a college-level, credit-bearing introductory statistics course with extra support (a weekly workshop). Researchers randomly assigned one-third of the participants to one of three types of courses: traditional elementary algebra; traditional elementary algebra plus a weekly workshop; or college-level, credit-bearing, introductory statistics plus a weekly workshop. The experiment was conducted at three urban CUNY community colleges: Borough of Manhattan Community College; Hostos Community College; and LaGuardia Community College. There were 721 participants combined across the three colleges. Their mean age was 21.1 years (SD = 5.5), and 54% of them were female. Researchers collected the final grades for each participant in the experiment, as well as their high school records and assessment test scores. Adding a weekly workshop to a traditional remedial elementary algebra course seemed to improve students' performance above the usual (low) pass rate. However, students in college-level introductory statistics with a weekly workshop passed at an even higher rate. Students with relatively high placement test scores and grades in high school, and students who registered for their classes relatively early, were particularly likely to pass the statistics course. A table is appended.
Download or read book Resources in Education written by and published by . This book was released on 1993 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Who Repeats Algebra, and How Does Initial Performance Relate to Improvement When the Course Is Repeated? by : Anthony Fong
Download or read book Who Repeats Algebra, and How Does Initial Performance Relate to Improvement When the Course Is Repeated? written by Anthony Fong and published by . This book was released on 2016 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: The information provided in this report shows how students perform when they repeat algebra I and how the level of improvement varies depending on initial course performance and the academic measure (course grades or CST scores). This information can help inform decisions and policies regarding whether and under what circumstances students should repeat the course. The study examined four research questions: (1) How many students repeat algebra I after taking it for the first time?; (2) How do student characteristics (such as race/ethnicity, gender, grade 7 math performance and initial algebra I performance) relate to the likelihood of repeating algebra I?; (3) How well do students perform when they repeat algebra I compared with the first time they took the course?; and (4) How does that difference in performance vary based on student characteristics? This study was conducted in the East Side Union High School District, located in Silicon Valley, California. The data for this study are from this district and five elementary school districts that feed into the East Side Union High School District: Alum Rock Union Elementary School District, Evergreen School District, Franklin-McKinley Elementary School District, Mt. Pleasant Elementary School District, and Oak Grove Elementary School District. The study examined algebra repetition rates and success rates among students based on their characteristics and initial performance. Data from the elementary feeder districts, which span from kindergarten through grade 8, were collected for the 2005/06-2008/09 school years, and data from the high school district, which spans from grade 9 through grade 12, were collected for the 2007/08-2011/12 school years. Student-level longitudinal data, collected from each district, include variables such as identification number, race/ethnicity, gender, math course name, final course letter grade received, math CST taken, CST scale score, and CST performance level. A logistic regression was used to identify the relationship between student characteristics and algebra repetition. Of the 3,400 students in the sample, 44.3 percent repeated algebra I. While grades and standardized test scores are the most common reasons to retake the course, other considerations may also factor in, such as parent preferences and teacher or counselor recommendations, depending on the school and district. The rates of repeating varied across student characteristics, with students in special education (69.6 percent), Hispanic students (61.1 percent), and English language learner students (56.7 percent) exhibiting the highest rates. Students' performance improved on average by approximately half a letter grade and a little less than a third of a CST performance level when they repeated algebra I, but the data showed variation in improvement levels among higher achieving students.
Download or read book Resources in education written by and published by . This book was released on 1989-04 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Improving College Algebra Grades Using Online Homework Completion as a Prerequisite for Quizzes by : Kristen Ann Pennington
Download or read book Improving College Algebra Grades Using Online Homework Completion as a Prerequisite for Quizzes written by Kristen Ann Pennington and published by . This book was released on 2013 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goals of this study are to determine if a prescribed treatment would help College Algebra students become more successful and to examine other factors that could have been influencing success. The course used a web-based ALEKS program for homework and quizzes. It was decided to have the students achieve a 75% correct completion level for the online homework assignments before the students would be allowed to attempt the online quiz. It was hypothesized that the knowledge gained while completing the homework would improve quiz grades, improve overall learning, and result in higher passing grades. A pretest and posttest were used to determine how much previous knowledge of the material students had prior to taking the course. A pre-survey was administered to gather demographic information including gender, age, the last math course the student has taken, the number of semesters since the last math course was taken, and the college corresponding to the student's major. A post-survey was administered to gain information on the student's work ethic, how the student felt about the treatment and about the online math program. The final exam grades were also compared based on the students' SAT, ACT, and COMPASS® scores. The treatment did not raise final exam grades but it did improve the online quiz grades.
Book Synopsis A COMPARISON OF ACADEMIC ACHIEVEMENT AND RETENTION OF COMMUNITY COLLEGE STUDENTS IN COLLEGE ALGEBRA AFTER COMPLETION OF TRADITIONAL OR TECHNOLOGY-BASED INSTRUCTION. by :
Download or read book A COMPARISON OF ACADEMIC ACHIEVEMENT AND RETENTION OF COMMUNITY COLLEGE STUDENTS IN COLLEGE ALGEBRA AFTER COMPLETION OF TRADITIONAL OR TECHNOLOGY-BASED INSTRUCTION. written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to compare the success rates in College Algebra between two groups of students attending a Mississippi community college. Eighty students enrolled in a College Algebra course were taught using traditional instructional techniques, and 70 students received technology-enhanced instruction. This study considered the effects of grade scores on a mathematics-achievement pretest and posttest, student attitudes toward mathematics, time-on-task while using technology during mathematics study, mathematics subscores on the American College Test, and withdrawal rates. Data collected for this study were derived from the official transcripts of students enrolled in spring 2007 College Algebra classes of a Mississippi community college serving as the study site. A total of 150 students participated in the study. Statistical analysis included t tests, chi-square tests, Pearson product-moment correlations, and analysis of covariance to examine relationships between the two groups of students. The results indicate that the students who received College Algebra instruction via technology-based methods learned equally as well as the students who received the same instruction via traditional methods. The findings also indicate that the students who participated in the traditional College Algebra course had improved attitudes toward mathematics upon completion of the semester. With regard to those who participated in the technology-based College Algebra course, the amount of time devoted to technology use during mathematics study did not correlate to their final grades (i.e., grades were not higher as this expenditure of time increased).
Book Synopsis The Effectiveness of Redesigning College Algebra with a Heavy Focus on Instructional Technology by : Mark Andrew Brown
Download or read book The Effectiveness of Redesigning College Algebra with a Heavy Focus on Instructional Technology written by Mark Andrew Brown and published by . This book was released on 2012 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Low success rates in college algebra have been an ongoing problem, and mathematics education researchers have continually looked for ways to improve student performance and learning (Aichele, Francisco, Utley, & Wescoatt, 2011; Gordon, 2008; Thompson & McCann, 2010; Twigg, 2011). This study examined the effectiveness of the pilot semester, spring 2012, of a technology-intensive course redesign of college algebra as compared to a traditional lecture approach at a mid-sized, diverse, urban university in the Midwest. Final exam performance was the main measure for assessing student learning outcomes and for testing thirteen hypotheses; DFW rate, the proportion of students withdrawing or earning a grade of D or F, was used for testing one hypothesis. Between the two instruction types, the researcher used a quasi-experimental study to compare overall performance on the final exam, performance on the conceptual and procedural questions of the final exam, performance on the individual questions of the final exam, and DFW rates in the course. Overall final exam performance was also compared within each gender, between genders, within two races/ethnicities, and between races/ethnicities. Additionally, performance on the conceptual and procedural questions was compared within each gender and within two races/ethnicities. Final exams were taken by 170 students, 73 students in the redesign approach and 97 students in the traditional approach. T-tests, analyses of covariance, and two-proportion z-tests were used to investigate the hypotheses. In most hypotheses, there were no statistically significant differences between the two types of instruction. One significant difference was found between African-Americans and Caucasians in both the redesign and traditional sections; however, the covariate, American College Testing (ACT) Mathematics Sub-score accounted for the difference, meaning that type of instruction had no effect. Also, a large difference (p = 0.0026) in favor of students in the redesign occurred on one question of the final exam on which students solved a system of linear equations. Lastly, a large difference in course success was observed in DFW rates in favor of the seasoned, traditional lecture approach. The DFW rate was 41% for the redesign approach, but the DFW rate was only 21% for the traditional lecture approach.
Book Synopsis Factors That Influence Students' Performance in Intermediate Algebra Classes at the College by : Sonia Ramirez
Download or read book Factors That Influence Students' Performance in Intermediate Algebra Classes at the College written by Sonia Ramirez and published by . This book was released on 2008 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to identify factors that influence students' performance in the intermediate algebra classes at the college by analyzing parameters such as test scores, grades, attitude towards mathematics, time lapse between subsequent courses, placement, and teaching practices. This study will investigate the correlation of several selected variables with performance and compare these results with those found in the literature. Based on the findings, specific solutions for areas needing improvement will be prescribed, and recommendations to improve student performance in intermediate algebra classes at the college will be presented. The study took place at Richard J. Daley College, in Chicago, IL, and targeted the Intermediate Algebra (Math 112) student population. Data were collected during the fall 2003, spring 2004, fall 2004, and spring 2005, semesters. The results indicate that proper placement and positive attitude of students contribute to improved performance while extended time lapse between subsequent courses hampers their performance. Moreover, an innovative teaching approach, the Keystone method, produced higher student outcomes in intermediate algebra and also in subsequent mathematics courses compared to the traditional approaches.
Download or read book America 2000 written by and published by . This book was released on 1991 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Knowing What Students Know by : National Research Council
Download or read book Knowing What Students Know written by National Research Council and published by National Academies Press. This book was released on 2001-10-27 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Download or read book College Algebra written by Jay Abramson and published by . This book was released on 2018-01-07 with total page 892 pages. Available in PDF, EPUB and Kindle. Book excerpt: College Algebra provides a comprehensive exploration of algebraic principles and meets scope and sequence requirements for a typical introductory algebra course. The modular approach and richness of content ensure that the book meets the needs of a variety of courses. College Algebra offers a wealth of examples with detailed, conceptual explanations, building a strong foundation in the material before asking students to apply what they've learned. Coverage and Scope In determining the concepts, skills, and topics to cover, we engaged dozens of highly experienced instructors with a range of student audiences. The resulting scope and sequence proceeds logically while allowing for a significant amount of flexibility in instruction. Chapters 1 and 2 provide both a review and foundation for study of Functions that begins in Chapter 3. The authors recognize that while some institutions may find this material a prerequisite, other institutions have told us that they have a cohort that need the prerequisite skills built into the course. Chapter 1: Prerequisites Chapter 2: Equations and Inequalities Chapters 3-6: The Algebraic Functions Chapter 3: Functions Chapter 4: Linear Functions Chapter 5: Polynomial and Rational Functions Chapter 6: Exponential and Logarithm Functions Chapters 7-9: Further Study in College Algebra Chapter 7: Systems of Equations and Inequalities Chapter 8: Analytic Geometry Chapter 9: Sequences, Probability and Counting Theory
Book Synopsis Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education by : Deborah Loewenberg
Download or read book Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education written by Deborah Loewenberg and published by Rand Corporation. This book was released on 2003-04-15 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: A clear need exists for substantial improvement in mathematics proficiency in U.S. schools. The RAND Mathematics Study Panel was convened to inform the U.S. Department of Education's Office of Educational Research and Improvement on ways to improve the quality and usability of education research and development (R&D). The panel identified three areas for focused R&D: development of teachers' mathematical knowledge used in teaching; teaching and learning of skills needed for mathematical thinking and problem-solving; and teaching and learning of algebra from kindergarten through the 12th grade.
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 1991 with total page 1700 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mathematical Mindsets by : Jo Boaler
Download or read book Mathematical Mindsets written by Jo Boaler and published by John Wiley & Sons. This book was released on 2015-10-12 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Banish math anxiety and give students of all ages a clear roadmap to success Mathematical Mindsets provides practical strategies and activities to help teachers and parents show all children, even those who are convinced that they are bad at math, that they can enjoy and succeed in math. Jo Boaler—Stanford researcher, professor of math education, and expert on math learning—has studied why students don't like math and often fail in math classes. She's followed thousands of students through middle and high schools to study how they learn and to find the most effective ways to unleash the math potential in all students. There is a clear gap between what research has shown to work in teaching math and what happens in schools and at home. This book bridges that gap by turning research findings into practical activities and advice. Boaler translates Carol Dweck's concept of 'mindset' into math teaching and parenting strategies, showing how students can go from self-doubt to strong self-confidence, which is so important to math learning. Boaler reveals the steps that must be taken by schools and parents to improve math education for all. Mathematical Mindsets: Explains how the brain processes mathematics learning Reveals how to turn mistakes and struggles into valuable learning experiences Provides examples of rich mathematical activities to replace rote learning Explains ways to give students a positive math mindset Gives examples of how assessment and grading policies need to change to support real understanding Scores of students hate and fear math, so they end up leaving school without an understanding of basic mathematical concepts. Their evasion and departure hinders math-related pathways and STEM career opportunities. Research has shown very clear methods to change this phenomena, but the information has been confined to research journals—until now. Mathematical Mindsets provides a proven, practical roadmap to mathematics success for any student at any age.
