Developmental Math Education: The Bermuda Triangle of Student Success--Many Enter, but Few Succeed.

Abstract

This study employed a quantitative design to evaluate the effectiveness of developmental math and the predictors of student success in developmental math for a period of three years. Four of the study’s original eight predictors of student success were statistically significant. However, a model was created using multinomial regression. The model was created using data from the fall 2013 semester and was tested using data from the fall 2014 semester. The effectiveness of developmental math in predicting a student’s success in the first college-level math course was tested using a multinomial regression. Although no statistical significance was found, the study did show that students who completed developmental math prior to enrolling in a college-level math course were more likely to earn passing grades. Implications for community college policy, practice, and future research are presented

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Louisiana State University

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oai:digitalcommons.lsu.edu:gradschool_dissertations-1457Last time updated on 7/9/2019View original full text link

This paper was published in Louisiana State University.

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