A Comparison Study of Student Performance and Study Habits in College Algebra at a Hispanic Serving College

Autor/in	Salinas, Lelia
Titel	A Comparison Study of Student Performance and Study Habits in College Algebra at a Hispanic Serving College
Quelle	(2011), (149 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Kingsville
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1249-8242-7
Schlagwörter	Hochschulschrift; Dissertation; Study Habits; Statistical Analysis; Factor Analysis; Algebra; College Mathematics; Comparative Analysis; Academic Achievement; Mathematics Achievement; Developmental Studies Programs; Remedial Mathematics; College Readiness; Grades (Scholastic); Hypothesis Testing; Statistical Significance; Student Surveys; Hispanic American Students; College Students; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Study behavior; Study behaviour; Studienverhalten; Statistische Analyse; Faktorenanalyse; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Notenspiegel; Hypothesenprüfung; Hypothesentest; Schülerbefragung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Collegestudent
Abstract	Large numbers of students arrive at colleges and universities unprepared, specifically in the area of mathematics. In Texas, approximately 47% of entering freshman students enroll in developmental mathematics. Mathematics is cited in the literature as cornerstone for success in science, and advanced technology. In this study, the extent to which differences were present in College Algebra students' study habits was analyzed, with the intent of using the findings to aid faculty and administrators in developing interventions to assist students who need help in the area of mathematics. The study was conducted at a college in south Texas. Group participation was determined according to students' mid-term grades. The high performing group was formed of students with grades of "A" or "B", the average performing group included students who earned a grade of "C", and the low performing group consisted of students who obtained a grade of "D" or "F". The sample size was 143 students. Participants answered a Mathematics Study Habits Survey (MSHS) consisting of five sub-sections. A factor Analysis was conducted to validate the Mathematics Study Habits Survey. A quantitative design was used for hypotheses testing. Descriptive statistics and Analysis of Variance were performed. Statistically significant differences were observed between the high and low performing groups in the overall survey score F(2, 140) = 3.62, p = 0.029 and in the "Asking for Help" sub-section of the survey F(2, 140) = 3.76, p = 0.026. General recommendations to promote awareness among students who need help in mathematics were also presented. [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