Developmental mathematics and student characteristics that contribute to academic success at a two-year institution in Alabama

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dc.contributor Hardy, David E.
dc.contributor Hsia, Wei-Shen
dc.contributor King, Margaret I.
dc.contributor Rhea, Teresa
dc.contributor.advisor Bray, Nathaniel J.
dc.contributor.author Wheeler, Sara Winn
dc.contributor.other University of Alabama Tuscaloosa
dc.date.accessioned 2017-03-01T17:08:50Z
dc.date.available 2017-03-01T17:08:50Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001594
dc.identifier.other Wheeler_alatus_0004D_12037
dc.identifier.uri https://ir.ua.edu/handle/123456789/2048
dc.description Electronic Thesis or Dissertation en_US
dc.description.abstract This study examined whether a relationship existed between certain student characteristics and academic success at a two-year institution in Alabama. Moreover, the researcher utilized the results to determine the effectiveness of the developmental mathematics classes at the participating institution. In the current higher education environment, administrators and practitioners are called to effectively analyze and report the extent to which programs and classes are meeting the mission of the institution. By using a remediated-exempted research design, developmental classes can be considered effective if the underprepared students perform on par with the students that were prepared for college-level classes. Developmental status, gender, and race were compared with pass/fail status in the first college-level math class, graduation status, grade point average, and continuous enrollment. The data were also aggregated by ACT math subtest scores, COMPASS math subtest scores, and age. In this research, institutional data was collected for all students that enrolled in MTH 100, the first college-level math course, between fall 2002 and summer 2013. There were 10,003 students that qualified. The following information was collected for the population: age, gender, race, number of terms, term and year enrolled in MTH 100, ACT math subtest scores, COMPASS math subtest scores, cumulative grade point average at time of data collection, graduation status, and academic performance in MTH 100. Tests were run on the data using SPSS and the results were analyzed. Results from the analyses indicated that the developmental math classes at the participating institution were effective since the developmental students in the study performed as well as the non-developmental group in each of the variables on academic success tested. Moreover, there was a significant relationship in favor of developmental students in at least one category when compared with MTH 100 pass/fail status, graduation status, grade point average, and continuous enrollment. Current literature is at odds when reporting whether developmental classes are effective (Bahr, 2007, 2010a, 2010b, 2012, 2013; Cullinane & Treisman, Crisp & Nora, 2010; Deil-Amen & Rosenbaum, 2002; Adelman, 2004a; Glenn & Wagner, 2006; Lesik, 2007; Bettinger & Long, 2005, 2009; Kolajo, 2010; Attewell, Lavin, Domina, & Levey, 2006). The results of this study substantiated the claims that developmental classes are beneficial to students that need them since the developmental group performed as well as the non-developmental group when compared to MTH 100 pass/fail status, grade point average, graduation, and continuous enrollment. This study concluded that developmental status, gender, and race were related to student success outcomes of MTH 100 pass/fail status, graduation status, grade point average, and continuous enrollment. en_US
dc.format.extent 223 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated. en_US
dc.subject Mathematics education
dc.subject Community college education
dc.subject Higher education
dc.title Developmental mathematics and student characteristics that contribute to academic success at a two-year institution in Alabama en_US
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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