Dissertation/Thesis Abstract

Quasi-experimental retrospective study: Effects of formal math study skills instruction on remedial college math achievement
by Bogardus, A. Elena, Ed.D., University of Phoenix, 2007, 122; 3299230
Abstract (Summary)

The problem is that over 50% of entering college students must take remedial courses before qualifying for college-level courses (Hodges & Kennedy, 2004). With a quantitative, quasi-experimental, retrospective research design, it was determined whether math study skills instruction had a significant effect on remedial math student achievement. Posttest scores were significantly different among the control group with no math study skills and the experimental group with math study skills intervention. Formal math study skills instruction did not increase remedial math student achievement. In order to determine whether a formal study skills intervention significantly improves remedial math study achievement, an experimental design study with random assignment and a control group is recommended for future research, specifically examining various student demographic groups.

Indexing (document details)
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 69/01, Dissertation Abstracts International
Subjects: Community college education, Mathematics education, Higher education
Keywords: Academic skills, Basic skills math, College success, Community college math education, Mathematics achievement, Remedial math, Remedial mathematics, Study skills
Publication Number: 3299230
ISBN: 978-0-549-43097-1
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