Diagnostic Effects of an Early Mastery Activity in College Algebra and Precalculus

Autor/inn/en	Wakefield, Nathan; Champion, Joe; Bolkema, Jessalyn; Dailey, Douglas
Titel	Diagnostic Effects of an Early Mastery Activity in College Algebra and Precalculus
Quelle	In: International Journal of Research in Undergraduate Mathematics Education, 4 (2018) 3, S.376-392 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wakefield, Nathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-9745
DOI	10.1007/s40753-018-0075-8
Schlagwörter	Algebra; Calculus; Mastery Learning; Mathematics Instruction; Intervention; State Universities; Undergraduate Students; Mathematics Achievement; Class Rank; High School Students; Mathematics Tests; Scores; College Admission; Identification; At Risk Students; Academic Failure; Academic Advising; College Entrance Examinations; ACT Assessment + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Staatliche Universität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulzugang; Hochschulzulassung; Zulassung; Identifikation; Identifizierung; Akademischer Rat; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest
Abstract	The purpose of this study was to investigate implementation of an early intervention mastery activity during the first two weeks of college algebra and precalculus courses at a large U.S. public university. Statistical modeling of (N = 935) students' performance in the courses, including a logistic regression model of pass/fail course achievement with students' high school rank, ACT Mathematics scores, and performance on the intervention as explanatory variables, suggested significant independent differences in course performance across performance levels on the early mastery activity. An evaluation of diagnostic validity for the model yielded a 19% false negative rate (predicted to fail the course, but passed) and a 7% false positive rate (students predicted to pass the course, but failed), suggesting the early mastery activity, when combined with admissions indicators of mathematics readiness, may be useful in better identifying students at risk of failing their first university mathematics course. This strategy, which also yields information for focused intervention efforts, is currently being explored through a campus-wide advising tool at the research site. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01