Community College Developmental Arithmetic Course Outcomes by Instructional Delivery Approach

Autor/in	Rambish, Medea C.
Titel	Community College Developmental Arithmetic Course Outcomes by Instructional Delivery Approach
Quelle	(2011), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Widener University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-9035-6
Schlagwörter	Hochschulschrift; Dissertation; Remedial Mathematics; Arithmetic; Community Colleges; Outcomes of Education; Teaching Methods; Two Year College Students; White Students; African American Students; Ability + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Community college; Community College; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Fähigkeit; Fertigkeit
Abstract	For community college faculty and administrators who wish to find a higher degree of successful outcomes in a developmental arithmetic course, this study examined whether a conceptual developmental arithmetic instructional approach affects the overall performance of community college students and if it differentially affects the performance of low ability students and of White and African American students, as the racial achievement gap in mathematics has grown over the past several years. Based on the findings of the study, the following conclusions have been drawn: (1) The use of a conceptual methodology for teaching developmental arithmetic had a significant impact on course grades overall, for White students and African American students, and for low- and high-ability level students. (2) The use of a conceptual methodology did not differentially affect performance of White and African American community college students; however, African American students did show larger increases in course grade comparing the traditional approach to the conceptual approach than did Whites, suggesting that the conceptual approach may help narrow the racial gap in performance in developmental math courses. (3) The use of a conceptual methodology did not differentially affect performance of lower ability community college students. Several recommendations for future study were put forth. To further validate the findings of this study, this study should be replicated in other colleges within their developmental arithmetic courses, where a conceptual approach is piloted. Also, a follow-up to this study should be done to examine more closely the finding that African American students showed larger increases in course grade comparing the traditional approach to the conceptual approach than did Whites. In addition, a qualitative study, focusing on the reasons that African American students are unable to make up achievement gaps in developmental arithmetic, should be done. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10