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Preparing Math Deficient University Students for STEM Achievement and Sustainable Learning

George, John H
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1369580586

Abstract Details

2013, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
The purpose of the investigation was to explore what to do with university students who possess both a desire and ability to matriculate into technical skills but who present in need of math remediation and/or development and who typically lack effective problem solving skills. The decision for remediation or development is based on one of 3 math placement criteria: (1) score below 21 on ACT math subtest; (2) score below 520 on SAT math subtest; or (3) Compass math placement. At Youngstown State University, a course, ENTC 1500 was created for students who seek to matriculate into engineering technology. The course emphasizes hands on labs that simulate how engineers attack and solve problems, problem solving employing the same 6 step problem solving methodology practicing engineers use on novel problems. ENTC 1500 is typically taken concurrent with intermediate algebra (remedial), an intermediate/college algebra course (developmental) or a basic trigonometry class (developmental). Once students have completed intermediate algebra, trigonometry and ENTC 1500 they can move into their chosen major (Civil and Construction, Electrical or Mechanical Engineering Technology) and take pre-calculus and an introductory engineering technology class with integrated lab, ENTC 1505 for degree credit. The study applied an Individual Participant Data (also termed primary) meta-analysis. This investigation considered n = 116 ENTC 1500 students exposed to what is termed New Treatment and compared them with n = 273 No Treatment students who placed directly into pre-calculus (and ENTC 1505). The students were grouped by ENTC 1505 cohorts from Spring 2009 through Fall 2012 (seven cohorts). Quantitative analyses employed SPSS and Comprehensive Meta-Analysis (CMA) using mixed effects analysis. The New Treatment discussed has been found to work well for six to 24 students in a class typically setting at tables rather than student desks. For five target classes spanning roughly two years into an engineering technology degree, the New Treatment students perform as well as or outperform the No Treatment students in each of the five target courses individually and outperform the No Treatment students over time (for all five classes combined).
Karen Larwin, Ph.D. (Committee Chair)
Mary Lou DiPillo, Ph.D. (Committee Member)
Robert Beebe, Ph.D. (Committee Member)
Rammohan Kasuganti, Ph.D. (Committee Member)
193 p.
Education Philosophy; Educational Evaluation; Educational Theory; Engineering; Higher Education; Mathematics Education; Science Education; Teaching
Engineering Technology; STEM Achievement; Sustainable Adult Learning; Higher Education; Math Development; John Tagg; John Hattie; Susan Lesik; student motivation; engagement; feedback; creativity; problem solving teaching; homework; cooperative learning

Recommended Citations

Citations

  • George, J. H. (2013). Preparing Math Deficient University Students for STEM Achievement and Sustainable Learning [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1369580586

    APA Style (7th edition)

  • George, John. Preparing Math Deficient University Students for STEM Achievement and Sustainable Learning. 2013. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1369580586.

    MLA Style (8th edition)

  • George, John. "Preparing Math Deficient University Students for STEM Achievement and Sustainable Learning." Doctoral dissertation, Youngstown State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1369580586

    Chicago Manual of Style (17th edition)

ysu1369580586
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© 2013, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.