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Autor/inn/enLi, Kevin; Zelenka, Richard; Buonaguidi, Larry; Beckman, Robert; Casillas, Alex; Crouse, Jill; Allen, Jeff; Hanson, Mary Ann; Acton, Tara; Robbins, Steve
TitelReadiness, Behavior, and Foundational Mathematics Course Success
QuelleIn: Journal of Developmental Education, 37 (2013) 1, S.14-16 (11 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0894-3907
SchlagwörterReadiness; Mathematics Instruction; Student Behavior; Attendance Patterns; Student Participation; Homework; Knowledge Level; Hypothesis Testing; Predictor Variables; Pretests Posttests; Mathematics Skills; College Freshmen; Two Year College Students; Developmental Studies Programs; Student Characteristics; Remedial Mathematics; Diagnostic Tests; Program Effectiveness
AbstractThis study examines the effects of math readiness and student course behavior (e.g., attendance, participation, homework completion) on knowledge gain and course success using two samples of students enrolled in foundational skills (noncredit-bearing) mathematics courses. As hypothesized, entering student mathematics readiness and course behavior predicted posttest mathematics knowledge. Posttest knowledge and course behavior predicted course success (i.e., passing the course). Results highlight the importance of mathematics readiness and student behavior for understanding mathematics knowledge gains and course success. Implications for institutional policy and practice using effective diagnostic testing and behavioral monitoring are discussed. (As Provided).
AnmerkungenNational Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site: http://www.ncde.appstate.edu/publications.htm
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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