Dissertation/Thesis Abstract

Remedial Math Redesign at a Community College: The Effects on Student Success, Persistence, Retention, and Completion
by Johnson, Melisa A., Ed.D., Wingate University, 2020, 126; 28149913
Abstract (Summary)

Many open-admissions community colleges have a high percentage of students enrolling in college underprepared for college-level coursework. As a result, students must enroll in remedial courses prior to progressing to the Gateway (terminal) math courses. Developmental math continues to be part of a national debate in higher education. The large numbers of students who place into developmental courses often fail to achieve their educational goal. This is a barrier that is concerning to students and higher education policymakers. This dissertation examined the impact of eliminating the traditional instructor-led math courses (MAT-032, MAT-150, MAT-101, and MAT-102), and replacing them with two newly designed accelerated, Emporium model courses (MAT-106 and MAT-108). This study was a mixed methods study with quantitative data derived from historical student records and qualitative data collected from open comments obtained from a survey given to students in the newly designed math courses (MAT-106 and MAT-108). The students enrolled in the two new courses had taken math classes in both formats. The comments were used to determine the students’ perceptions of the new courses. The researcher conducted chi-square tests on the categorical data. Cramer’s V measures of strength were used in conjunction with the chi-square tests. The results of the tests showed there was no statistically significant effect on the success, persistence, retention, or completion of the Gateway (terminal) math course. There were mixed perceptions from the students also. Many students preferred having an instructor in the classroom while some preferred the self-paced, computer-assisted model. The implications of the study showed that the structure of the course did not necessarily coincide with the success, persistence, retention, or completion of the Gateway (terminal) math course.

Indexing (document details)
Advisor: McKay, John
Commitee: Staat, Darrel, Cheek, Debbie
School: Wingate University
Department: Educational Leadership
School Location: United States -- North Carolina
Source: DAI-A 82/5(E), Dissertation Abstracts International
Subjects: Mathematics, Instructional Design, Community college education
Keywords: Computer-assisted, Emporium model, Instructor-led, Math, Remedial, Retention
Publication Number: 28149913
ISBN: 9798691299957
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