The Effectiveness of the Link2Success Program on Freshman Level Math Course Achievement

Autor/inn/en	Lu, Ming-Tsan Pierre; Setayesh, Shaghayegh
Titel	The Effectiveness of the Link2Success Program on Freshman Level Math Course Achievement
Quelle	In: International Journal of Educational Methodology, 8 (2022) 2, S.391-404 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lu, Ming-Tsan Pierre) ORCID (Setayesh, Shaghayegh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Program Effectiveness; College Freshmen; Mathematics Achievement; Algebra; Student Attitudes; Student Experience + Suchen Sie Ihr Suchwort? Studienanfänger; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Studienerfahrung
Abstract	To improve college students' achievement and success rate in the College Algebra course, a new program called Link2Success (L2S) was implemented in several sections of the course at the study's university. The program required students to increase their class time to six hours. Three of those hours were spent with certified tutors who helped students with the content preview and homework preparation. The purpose of this study was to investigate the effectiveness of the Link2Success program based on the achievement of College Algebra students. One College Algebra class with embedded L2S and one College Algebra class without L2S were randomly chosen and the grades of several assignments and exams were compared. A survey was given to L2S students to explore their experience and opinion about the program. Another survey was given to non-L2S students to find out if they felt that learning with an L2S program was beneficial to them and would have improved their grades. The results showed that L2S did not have a positive effect on the College Algebra students' achievement. However, L2S students felt more confident and rated the program highly where as non-L2S students felt they would have benefited from the program if it were implemented in their class. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01