Dissertation/Thesis Abstract

Supplemental instruction as a remedy for the developmental mathematics university student
by Munoz O'Laughlin, Jeffrey, M.A., California State University, Dominguez Hills, 2012, 63; 1517439
Abstract (Summary)

In 2009, nearly 40% of the 50,367 incoming first-time freshmen at the California State University (CSU) were not proficient in mathematics. Each of these students had passed the required college preparatory curriculum and collectively earned at least a B grade point average in high school. Subsequently, several thousand of them were disenrolled at the end of their first year because they did not complete remediation.

Research was conducted at one CSU campus to determine the impact of Supplemental Instruction (SI) on underprepared first-year Educational Opportunity Program (EOP) students' successful completion of mathematics remediation. Course completion rates were tracked and a chi-square test was used to examine the relationship between the number of SI courses taken and completion of math remediation. Results indicated that EOP students who participated in the full sequence of SI courses offered completed their remediation at significantly higher rates than students who did not participate in SI. Requiring academic support like SI for underprepared students may be an effective way for universities to increase retention rates.

Indexing (document details)
Advisor: Wilkins, John
School: California State University, Dominguez Hills
Department: Mathematics
School Location: United States -- California
Source: MAI 51/01M(E), Masters Abstracts International
Subjects: Mathematics education, Pedagogy, Higher education
Publication Number: 1517439
ISBN: 978-1-267-48594-6
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