Literaturnachweis - Detailanzeige
| Autor/in | Davidson, J. Cody |
|---|---|
| Titel | Completing the Remedial Sequence and College-Level Credit-Bearing Math: Comparing Binary, Cumulative, and Continuation Ratio Logistic Regression Models |
| Quelle | In: Journal of College Student Retention: Research, Theory & Practice, 18 (2016) 2, S.138-166 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1521-0251 |
| DOI | 10.1177/1521025115584745 |
| Schlagwörter | Regression (Statistics); Remedial Mathematics; Academic Persistence; Remedial Instruction; Algebra; Two Year College Students; Predictor Variables; Higher Education; Community Colleges; Dual Enrollment; Student Characteristics; College Mathematics; Kentucky |
| Abstract | Mathematics is the most common subject area of remedial need and the majority of remedial math students never pass a college-level credit-bearing math class. The majorities of studies that investigate this phenomenon are conducted at community colleges and use some type of regression model; however, none have used a continuation ratio model. The purpose of this study was to assess student persistence through the remedial math sequence and successfully passing a college-level credit-bearing math course using binary, cumulative, and continuation ratio logistic regression models at 2- and 4-year public institutions. Findings showed the pre-algebra grade was the strongest predictor of completing each course in the remedial sequence and passing a college-level credit-bearing math class. Also, continuation ratio logistic regression provided methodological advantages over binary and cumulative logistic regression. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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