A Multilevel Analysis of the Association of Class Schedule with Student Outcomes in Community College Developmental Math

Autor/inn/en	Fike, David S.; Fike, Renea
Titel	A Multilevel Analysis of the Association of Class Schedule with Student Outcomes in Community College Developmental Math
Quelle	In: Community College Journal of Research and Practice, 37 (2013) 11, S.816-827 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/03601277.2010.515922
Schlagwörter	Community Colleges; Remedial Mathematics; Developmental Studies Programs; Mathematics Achievement; School Schedules; Algebra; Cognitive Processes; Difficulty Level; Learning Theories; Urban Schools; Predictor Variables; Grades (Scholastic); Statistical Analysis; Regression (Statistics); Hierarchical Linear Modeling; Comparative Analysis; Hispanic American Students; Two Year College Students; Correlation; Texas + Suchen Sie Ihr Suchwort? Community college; Community College; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulzeiteinteilung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Learning theory; Lerntheorie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Prädiktor; Notenspiegel; Statistische Analyse; Regression; Regressionsanalyse; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Korrelation
Abstract	This study focused on assessing the relationship of class scheduling with student outcomes in Intermediate Algebra, the prerequisite course for College Algebra. Numerous studies of information processing theory and the spacing effect on learning have been conducted; they have produced mixed findings. Relatively few studies have been conducted to specifically study the effect of class scheduling on student outcomes in mathematics courses. The research hypothesis for this study is that student outcomes are better in class sections that meet more frequently and with shorter duration. Regardless of analytical methods implemented in this study, none of the results support the assertion that student outcomes in Intermediate Algebra are better in classes that meet more frequently and with sessions of short duration. This study provides a reasonable basis for asserting that class schedule is not a predictor of student outcomes in developmental math. Furthermore, we find no evidence that providing a variety of class scheduling options will adversely impact student outcomes in Intermediate Algebra. Until more definitive research is conducted on the topic, providing a variety of class scheduling options may be the best approach to serving the needs of developmental mathematics students and their institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10