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Student Attitudes Upon Enrollment In A Remedial Math Course Within A College Remediation Program
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Book Synopsis Student Attitudes Upon Enrollment in a Remedial Math Course Within a College Remediation Program by : Jessica Bunch
Download or read book Student Attitudes Upon Enrollment in a Remedial Math Course Within a College Remediation Program written by Jessica Bunch and published by . This book was released on 2012 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of a Title I Math Remediation Program on Student Achievement on the CRCT. by : LaTonya Hamilton
Download or read book The Effect of a Title I Math Remediation Program on Student Achievement on the CRCT. written by LaTonya Hamilton and published by . This book was released on 2010 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the mandate of No Child Left Behind (NCLB), increasing students’ test scores have become more pertinent in the education realm. Some schools are offering remedial math classes to provide support for students who are at risk for failure in math. One program implemented in a Title I school is a remedial math class during regular school hours. The purpose of this study was to examine the effectiveness of a school-wide Title I math remediation program on student achievement on the Criterion-Referenced Competency Test (CRCT). To show the effectiveness of the Title I remedial math program, the researcher compared the scores of middle school students who did not receive math remediation 2004-2005 and middle school students who received math remediation in 2005-2006. Since the critical value was calculated to be higher than the Chi-square, the results were not significant. Therefore, the null hypothesis was not rejected.
Book Synopsis The Effects on Student Achievement and Attitudes of Incorporating a Computer Algebra System Into a Remedial College Mathematics Course by : Beth Greene Costner
Download or read book The Effects on Student Achievement and Attitudes of Incorporating a Computer Algebra System Into a Remedial College Mathematics Course written by Beth Greene Costner and published by . This book was released on 2002 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The current study examined the effects of using a computer algebra system (CAS) and graphing utility on the achievement and attitudes of students in remedial college mathematics. The participants were enrolled in night sections of a basic algebra course and were identified for remedial work by a placement examination. Students came from various mathematical backgrounds, but all had experienced a cycle of mathematical failure that needed to be broken.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Science & Engineering Indicators by :
Download or read book Science & Engineering Indicators written by and published by . This book was released on 2000 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Rough and Rocky Road of Remediation by : Peter Riley Bahr
Download or read book The Rough and Rocky Road of Remediation written by Peter Riley Bahr and published by . This book was released on 2004 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Directed Self-placement by : Daniel Royer
Download or read book Directed Self-placement written by Daniel Royer and published by Hampton Press (NJ). This book was released on 2003 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide offers updated shopping tips to people visiting China. It explains what to buy (from porcelain, jade and pearls to silk, antiques, carpets and custom-tailored clothing), how to deal with local merchants and get the best prices, and where to find the best stores, markets and shopping districts - all in a handy pocket-sized format. It also provides tips on finding airfare, hotel and dining bargains.
Book Synopsis Examining the Attitudes and Outcomes of Students Enrolled in a Developmental Mathematics Course at a Central Florida Community College by : Leila Sisson
Download or read book Examining the Attitudes and Outcomes of Students Enrolled in a Developmental Mathematics Course at a Central Florida Community College written by Leila Sisson and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Completers of the course were found to have a more positive composite attitude score than non-completers. Students' change score indicated that the students' overall attitudes had a positive change over the semester. A statistically significant association was found in change scores in the ATMI factor of value among these age groups. These findings have implications for professors who seek to identify students' attitudes in order to intervene and assist students to become more positive toward mathematics and thus possibly improve students' success in mathematics.
Book Synopsis Journal of Developmental Education by :
Download or read book Journal of Developmental Education written by and published by . This book was released on 2015 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Third Time is the Charm by : Nicole Yvette Baird
Download or read book Third Time is the Charm written by Nicole Yvette Baird and published by . This book was released on 2021 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges are more likely to serve student populations commonly categorized as at-risk, including students attending part-time, students from lower-income groups, or underprepared students. Each year, over 2,000,000 community college students are considered underprepared and enroll in remedial or developmental education courses. Furthermore, students who require remediation in math drop out of college at higher rates than students who do not require remediation. The purpose of this quantitative causal-comparative study was to examine the relationship between the academic achievement and persistence of 286 students who (a) enrolled in a developmental education math course for the third time or more due to prior unsuccessful attempts and (b) participated in an academic coaching program at a community college. Students' academic achievement and persistence were examined through analyzing the final developmental education math course grade, completion of college-level math, and completion of a credential. The data analysis controlled for variables such as gender, age, ethnicity, enrollment status, Pell grant eligibility, and math level. Statistical Package for Social Science (SPSS) computer software was used to analyze the study data. Findings indicated a statistically significant positive relationship between students enrolled in the upper level of developmental education math and the recommended number of academic coaching sessions attended. The study indicated that the disaggregated demographic variables relative to race, gender, enrollment status, and Pell grant eligibility were not statistically significant in examining the relationship between academic coaching and academic achievement and persistence.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 562 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :National Education Association of the United States. Educational Research Service Publisher : ISBN 13 : Total Pages :726 pages Book Rating :4.E/5 ( download)
Book Synopsis ERS Circular by : National Education Association of the United States. Educational Research Service
Download or read book ERS Circular written by National Education Association of the United States. Educational Research Service and published by . This book was released on 1971 with total page 726 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 1112 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Catching Up: Remedial Education by : John E. Roueche
Download or read book Catching Up: Remedial Education written by John E. Roueche and published by Jossey-Bass. This book was released on 1973 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Race and Gender Differences in the Need for Postsecondary Mathematics Remediation by : Scotty Glen Houston
Download or read book Race and Gender Differences in the Need for Postsecondary Mathematics Remediation written by Scotty Glen Houston and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Remedial education in postsecondary institutions has been a topic of discussion for policymakers and educators for many years. The subject where most of the remediation occurs is mathematics. A population skilled in mathematics is necessary for many of the current job openings, and many more jobs to come, as countless occupations are becoming even more technologically sophisticated. Researchers have determined that upwards of sixty to seventy percent of incoming students in college and universities need math remediation, and factors reanging from family income, race and gender to admissions test scores and grade point average have been shown to influence remedial need, either positively or negatively. The studies presented in this dissertation explore how these factors along with other possible predictors impact remedial mathematics need. A recent release of data from the National Center for Education Statistics called the Beginning Postsecndary Study was analyzed used multiple regression models. Models were run for both male and female students, separately, along with individual models for White students, African American students and Hispanic students. In models related to male and female students, secondary school influences such as high school grade point average, highest mathematics course taken in high school and admissions test scores were of high importance in determining remedial need. Among the three racial groups, the same factors were influential for White students, and only admissions test scores were impactful for African American students and Hispanic students. For male students, African American students were more likely than White students to enroll in remedial math courses. Among female students, both African American and Hispanic students enrolled in moe remedial math courses that White students. The model including all students in the sample showed that secondary school influences were the greatest predictors. Also, African American and Hispanic students were more likely to require remedial courses than White students. .
Book Synopsis Corequisite Math Remediation Pathway to Equity and Success at Delaware Technical Community College by : Jessica Ann Parsell
Download or read book Corequisite Math Remediation Pathway to Equity and Success at Delaware Technical Community College written by Jessica Ann Parsell and published by . This book was released on 2021 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the United States, students entering college are surprised to find they are identified as needing remedial math courses before moving on to college-level, credit-bearing courses. Having a high school diploma does not guarantee that students are prepared for college courses. The students assigned to remedial math courses face barriers, such as higher costs and more time needed to complete their degree. This situation happens at Delaware Technical Community College (DTCC). DTCC is an open-admission, two-year institution of higher education committed to preparing students to enter directly into the workforce or obtain an associate degree. This study aimed to determine whether a new model of math remediation, called the corequisite model, could replace the current model of prerequisite remediation. Pilot corequisite math courses were run at DTCC in the fall of 2020. Three research questions were posed. The first question asked how students in general, and Black and Hispanic students in particular, perform on the unit tests and the final exam. The second question asked how students describe their experiences with corequisite remediation. The third question asked what the lessons learned are about teaching a corequisite remediation course. A mixed-method design was used to answer these research questions. For the quantitative results, the instruments used were four common unit tests and a common final exam. For the qualitative portion of the study, the instruments used were focus-group interviews, two types of reflections, and the end- of-course survey. Results showed that 22 out of 42 corequisite math students passed the college-level course for an overall pass rate of 52%. This is an encouraging result because those 22 students, before the corequisite model, would have been placed in prerequisite or remedial math courses at DTCC this fall and instead, these students successfully passed their college-level math requirement for their two-year degree. In addition, disaggregated data shows that during the fall of 2020, our white support (corequisite) students passed their college-level course at a 50% pass rate while our Black or African American (corequisite) students passed their college-level course at a 45% pass rate. Finally, the Hispanic support (corequisite) students passed their college-level course at a 75% pass rate. This data, although derived from a small sample size, is encouraging in two ways. First, more than half of the students designated as remedial students passed the college-level course with the built-in, just- in-time corequisite support. Second, the gap between the pass rate of our white and Black and African American students during the fall of 2020 is 5%, lending some credibility to efficacy of the corequisite model of remediation. In addition, this study found interesting correlations between academic performance and attendance in a corequisite remediation class especially for our Black and African American population. If there truly is a correlation between academic performance and attendance, giving opportunities to earn credit during class with small activities to think through and submit for a grade could help this population show their mastery of the concepts and encourage more regular attendance. If we can leverage this knowledge, it could help to permanently obliterate the achievement gap.
