Literaturnachweis - Detailanzeige
| Autor/inn/en | Frerichs, Allen H.; Eldersveld, Paul J. |
|---|---|
| Titel | Predicting Successful and Unsuccessful Developmental Mathematics Students in Community Colleges. |
| Quelle | (1981), (21 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Academic Achievement; Academic Failure; Age; Cognitive Style; Community Colleges; Conventional Instruction; Correlation; Females; Individualized Instruction; Knowledge Level; Literature Reviews; Predictor Variables; Remedial Mathematics; Student Attitudes; Student Educational Objectives; Two Year College Students; Two Year Colleges |
| Abstract | A study involving 513 developmental math students at eight Illinois community colleges was conducted to determine the correlation between student success or failure in developmental math courses and nine independent variables: (1) instructional method, i.e. "traditional," in which the instructor sets the pace for learning, and "nontraditional," in which students set the pace for learning; (2) cognitive style; (3) numerical skills; (4) age; (5) sex; (6) students' assessment of their math knowledge; (7) student attitudes toward math; (8) students' assessment of their math ability; and (9) their reasons for taking developmental courses. During the study, students were divided into traditional and nontraditional groups and were administered two tests: the Group Embedded Figures Test to identify cognitive style and Form H of the Career Planning Program to assess numerical skills. Data for the remaining independent variables were gathered in a student survey. Stepwide multiple discriminant analysis was used to determine those variables which discriminated between passing and failing students at a .10 level of significance. Study results identified five significant variables indicating that the successful student was more likely to have higher numerical skills, be in a traditionally taught course, be older, have higher perceptions of his/her math abilities, and have more positive attitudes toward math. A literature review is included. (JP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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