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Mathematics placement and mathematic...

Long, Wanda Joy.

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Mathematics placement and mathematics achievement in the community college.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mathematics placement and mathematics achievement in the community college./
Author:	Long, Wanda Joy.
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1572.
Contained By:	Dissertation Abstracts International64-05A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3093130

Mathematics placement and mathematics achievement in the community college.
Long, Wanda Joy.

Mathematics placement and mathematics achievement in the community college. - 118 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1572.

Thesis (Ph.D.)--University of Missouri - Saint Louis, 2003.

Mathematics placement and mathematics achievement in the community college were studied in an effort to identify a placement scheme utilizing multiple factors which would be more effective than the use of a single mathematics placement score. The study included 793 students in a Midwestern community college who placed into five different classes from Arithmetic and Prealgebra up through Beginning Algebra, Intermediate Algebra, and College Algebra.Subjects--Topical Terms:

1017588
Education, Mathematics.

Mathematics placement and mathematics achievement in the community college.
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035 $a (UnM)AAI3093130
035 $a AAI3093130
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100 1 $a Long, Wanda Joy. $3 1946778
245 1 0 $a Mathematics placement and mathematics achievement in the community college.
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1572.
500 $a Chair: Kathleen M. Haywood.
502 $a Thesis (Ph.D.)--University of Missouri - Saint Louis, 2003.
520 $a Mathematics placement and mathematics achievement in the community college were studied in an effort to identify a placement scheme utilizing multiple factors which would be more effective than the use of a single mathematics placement score. The study included 793 students in a Midwestern community college who placed into five different classes from Arithmetic and Prealgebra up through Beginning Algebra, Intermediate Algebra, and College Algebra.
520 $a Logistic regression was used to determine what combination of independent variables exhibited the strongest relation with mathematics achievement as evidenced by the student's final course grade. Independent variables included: COMPASS Mathematics Placement Test Score, COMPASS Reading Placement Test score, English Placement Test score, HSGPA (high school grade point average), ACTE (American College Test English score), ACTM (American College Test Mathematics score), ACTC (American College Test Composite score), age in years, and gender. Mathematics achievement was represented by final course grade, either successful (A, B, C, or "Pass") or unsuccessful (D, F, "Progress, Re-enroll", or "Fail").
520 $a It was found that none of the models using backward or forward inclusion methods was a good fit to the data in any of the five courses. Indicators of goodness of fit included Model Log Likelihood (-2 LL) and chi 2, both of which were consistent and very large. This study did not confirm a predictive model of mathematics achievement using multiple measures.
520 $a This investigation involved community college students who were older and likely less homogeneous a group than the adolescents studied previously.
590 $a School code: 0481.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Tests and Measurements. $3 1017589
690 $a 0280
690 $a 0275
690 $a 0288
710 2 0 $a University of Missouri - Saint Louis. $3 1017796
773 0 $t Dissertation Abstracts International $g 64-05A.
790 1 0 $a Haywood, Kathleen M., $e advisor
790 $a 0481
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3093130