東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Academic progress in developmental m...

Silverman, Loretta H.

FindBook

Google Book

Amazon

博客來

Academic progress in developmental math courses: A comparative study of student retention.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Academic progress in developmental math courses: A comparative study of student retention./
作者:	Silverman, Loretta H.
面頁冊數:	170 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3129.
Contained By:	Dissertation Abstracts International71-09A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412943
ISBN:	9781124126029

Academic progress in developmental math courses: A comparative study of student retention.
Silverman, Loretta H.

Academic progress in developmental math courses: A comparative study of student retention. - 170 p.

Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3129.

Thesis (Ph.D.)--Walden University, 2010.

The majority of college students are not ready for college-level math courses, which, when completed, have been shown to increase graduation and transfer rates among college students. To address this problem, the Math My Way (MMW) program was developed to integrate module-based curriculum and mastery learning approaches. The purpose of this study was to investigate if the MMW program improves progression rates and academic achievement. The program is based on the retention formula of Seidman, who postulated that early identification of student deficiencies followed by early, intensive, and continuous intervention increases student retention and success. A quasiexperimental, nonequivalent treatment-control group evaluation was used. Students in the treatment group (n = 124) were enrolled in the MMW program; those in the control group (n = 78) were enrolled in a traditional basic-skills math course, which used lecture-style instruction. Survival analysis revealed that students in the treatment group were significantly more likely to progress through their math sequence than students in the control group (hazard ratio = 1.49, p = .04). Further, an independent, 2-sample t test revealed that students in the treatment group had significantly higher math grade point averages (GPA) than their counterparts (Delta GPA = 0.45, p = .02), with no significant difference for cumulative college GPA. It is recommended that the MMW program format be further studied for different curricula and scalability to other colleges. Completing higher-level math courses may lead to greater graduation and transfer rates for all students, including minorities and nontraditional students.

ISBN: 9781124126029Subjects--Topical Terms:

1018008
Education, Community College.

Academic progress in developmental math courses: A comparative study of student retention.
LDR:02697nam 2200313 4500 001 1394772
005 20110429093306.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124126029
035 $a (UMI)AAI3412943
035 $a AAI3412943
040 $a UMI $c UMI
100 1 $a Silverman, Loretta H. $3 1673419
245 1 0 $a Academic progress in developmental math courses: A comparative study of student retention.
300 $a 170 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-09, Section: A, page: 3129.
500 $a Adviser: Alan Seidman.
502 $a Thesis (Ph.D.)--Walden University, 2010.
520 $a The majority of college students are not ready for college-level math courses, which, when completed, have been shown to increase graduation and transfer rates among college students. To address this problem, the Math My Way (MMW) program was developed to integrate module-based curriculum and mastery learning approaches. The purpose of this study was to investigate if the MMW program improves progression rates and academic achievement. The program is based on the retention formula of Seidman, who postulated that early identification of student deficiencies followed by early, intensive, and continuous intervention increases student retention and success. A quasiexperimental, nonequivalent treatment-control group evaluation was used. Students in the treatment group (n = 124) were enrolled in the MMW program; those in the control group (n = 78) were enrolled in a traditional basic-skills math course, which used lecture-style instruction. Survival analysis revealed that students in the treatment group were significantly more likely to progress through their math sequence than students in the control group (hazard ratio = 1.49, p = .04). Further, an independent, 2-sample t test revealed that students in the treatment group had significantly higher math grade point averages (GPA) than their counterparts (Delta GPA = 0.45, p = .02), with no significant difference for cumulative college GPA. It is recommended that the MMW program format be further studied for different curricula and scalability to other colleges. Completing higher-level math courses may lead to greater graduation and transfer rates for all students, including minorities and nontraditional students.
590 $a School code: 0543.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0275
690 $a 0280
690 $a 0727
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 71-09A.
790 1 0 $a Seidman, Alan, $e advisor
790 1 0 $a Johnsom, Evelyn $e committee member
790 1 0 $a Giraud, Gerald $e committee member
790 $a 0543
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412943