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Transition Developmental Math to College Level Math.pdf (754.69 KB)
ETD Abstract Container
Abstract Header
The Transition: Developmental Math to College Level Math
Author Info
Osae-Kwapong, Eliza, Osae-Kwapong
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1525210857966803
Abstract Details
Year and Degree
2018, Doctor of Education (Ed.D.), University of Findlay, Education.
Abstract
The purpose of this study was to examine factors that affect student success in college algebra; specifically, the number of times a student takes developmental math, the time lapse between when a student completes developmental math before taking college algebra, and the format in which a student completes developmental math and college algebra. Chi-square tests were used to examine the relationship between college algebra grades and number of times students took developmental math before passing the course, time lapse between when a student completed developmental math and college algebra, developmental math delivery modality, and college level math delivery modality. The results of the study indicated that there was substantial difference in the percentage of students who made a grade of A+ to B- and students who made a grade of D+ to F in college algebra, whether the student took developmental math zero times, once, twice, or three or more times. Students who took college algebra within one year of completing developmental math were more likely to obtain a grade of A+ to B- than a grade of D+ to F in college algebra. For students who took developmental math online, there was substantial difference in the percentage of students who made a grade of A+ to A- and students who made a grade of D+ to F in college algebra. There was also a substantial difference between the percentage of students who made a grade of A+ to A- and students who made a grade of D+ to F whether they took college algebra online, face-to-face, or in a hybrid/blended format. Due to the limited research in the area of college algebra success for developmental math students, this study helps to understand factors that affect this area, and also provides a basis for future research.
Committee
Nicole Williams, Ph.D. (Committee Chair)
Venkata Dinavahi, Ph.D. (Committee Member)
Natalie Abell, Ph.D. (Committee Member)
Pages
88 p.
Subject Headings
Education
;
Mathematics
Keywords
remedial education
;
developmental education
;
developmental math
;
remedial math
;
college algebra
;
learning format
;
learning modality
;
online learning
;
hybrid
;
blended learning
;
college math readiness
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Citations
Osae-Kwapong, Osae-Kwapong, E. (2018).
The Transition: Developmental Math to College Level Math
[Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1525210857966803
APA Style (7th edition)
Osae-Kwapong, Osae-Kwapong, Eliza.
The Transition: Developmental Math to College Level Math.
2018. University of Findlay, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1525210857966803.
MLA Style (8th edition)
Osae-Kwapong, Osae-Kwapong, Eliza. "The Transition: Developmental Math to College Level Math." Doctoral dissertation, University of Findlay, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1525210857966803
Chicago Manual of Style (17th edition)
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Document number:
findlay1525210857966803
Download Count:
525
Copyright Info
© 2018, all rights reserved.
This open access ETD is published by University of Findlay and OhioLINK.