Strengthening mathematics skills at the postsecondary level: literature review and analysis

Appendix B: Summary of Studies Related to Developmental Mathematics Reviewed in This Report

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Appendix B: Summary of Studies Related to Developmental Mathematics Reviewed in This Report Study Approach Metrics Outcome Research Issues Adams 2003 Combined two-semester course in one semester Top 60 percent of scorers in assessment test Comparison of final test scores for those in developmental/ regular course vs. those in regular course not requiring remediation Pass rates in higher math courses compared for two groups Final test scores similar Developmental students had 7 percentage points higher pass rate in elementary calculus Results not as good for engineering calculus No control for student characteristics Precise measures of differences not stated Atkinson 2003 Tutorials in Problem Solving (TiPS) for arithmetic and problem-solving skills in adults Pretest and posttest measures Relationship between length of instruction and assessed mathematical ability prior to using TiPS Average posttest score was significantly higher for students using TiPS than similarly assessed students in an untreated control group While originally intended for Navy sailors, results indicated TiPS has much wider applicability to adult literacy programs and workforce training programs Use of regression-discontinuity design ensures validity of results Cartnal 1999 Traditional vs computer- assisted instruction in elementary and intermediate algebra Success Retention Persistence Retention and persistence highest in computer-assisted instruction Success highest in traditional Recommends further research Self-selection bias No control for student characteristics No statistical test of significance reported Creery 2001 Lecture vs. self-paced vs. online instruction Final grades Persistence No difference in final grades or persistence among the three methods Recommends offering multiple instructional modes Self-selection bias No control for student characteristics No analysis of differentials in withdrawals DePree 1998 Instructor vs. small-group instruction Math confidence Achievement Course completion Small-group instruction had statistically higher confidence, more likely to complete the course Improvements were greatest for traditionally underrepresented students in mathematics: Hispanics, Native Americans, and females No difference in achievement Quasi-experimental design with students not aware of modality used at time of registration Higbee and Thomas 1999 Relationship between noncognitive variables and success in two-quarter algebra sequence Test anxiety Confidence to succeed in learning math Math and test anxiety decreased for students in course with relaxation exercises and metacognition strategies Posttest measures of anxiety were not correlated with higher course grades Authors acknowledge that design does not allow for separating out effects of individual treatments, teaching ability, and personality traits of professor No control group Withdrawals are not accounted for Kinney 2001 Traditional vs. computer- mediated instruction in elementary and intermediate algebra Scores on final exams Confidence in math No difference in final exam scores Both groups reported increased confidence Recommends offering multiple instructional modes Self-selection bias No control for student characteristics No information pertaining to metrics and tests conducted Lancaster 2001 PLATO Software vs. traditional lecture in elementary algebra Course withdrawals Satisfactory grades Computer Assisted Instruction (CAI) resulted in 7-percent decrease in number of withdrawals 12-percent increase in number of satisfactory grades 11-percent decrease in unsatisfactory grades Quasi-experimental design with control group consisting of students in prior year No control for student characteristics Livingston 2001 Computer Algebra System (CAS) vs. traditional method with calculators in intermediate algebra Ability to perform mathematics by hand Ability to solve higher-order reasoning by hand No statistically significant difference in ability to perform mathematics by hand CAS group performed better in ability to solve higher-order reasoning by hand Quasi-experimental nonrandom control group design No control for student characteristics Self-selection bias McClendon and McArdle 2002 Traditional vs. lecture/compu-ters vs. Assessment LEarning in Knowledge Spaces (ALEKS) Course completion (letter grade of C or better) Without eliminating withdrawals, traditional had highest completion Netting out withdrawals, no difference Recommends offering multiple instructional modes Self-selection bias No control for student characteristics No analysis of why ALEKS had higher withdrawal rate Miglietti et al. 2002 Relationship between age and gender on learning styles, and between teacher style and classroom outcomes Principles of Adult Learning Adult Classroom Environment Scale Adaptive Style Inventory Adult underprepared students in learner-centered developmental English classrooms achieved higher grades than similar students in teacher-centered classrooms No age or gender effects on classroom environment or learning style preference Effect of age and teaching style on developmental mathematics was not possible Withdrawals are not accounted for Quinn 2003 PLATO Software for arithmetic and elementary algebra Absolute increase in scores on computerized placement test (CPT) Relationship between time spent on software and increase in CPT scores Statistically significant increase for all students in pretest and posttest CPT scores Each additional hour spent results in 0.61 to 1.86 percent improvement in CPT posttest score No comparison group Does not control for student characteristics Sinclair Community College 2003 Relationship between time since last developmental mathematics course and first college-level math course Average GPA in course Success rate Average GPA is significantly lower when students delay 3 terms Success rate is not affected Factors affecting choice to delay subsequent math courses are not measured or controlled for Waycaster 2001 Lecture with lab vs. individualized computer-aided instruction Pass rate Retention Graduation rate Success was independent of instruction method Developmental mathematics students had higher retention than regular students Self-selection bias No control for student characteristics No statistical test for differences conducted Metrics not well-defined Wheland et al. 2003 Perceived inhibitors to student success in intermediate algebra Midsemester tests Final exam scores GPA Nonnative instructors do not have negative impact on success Performance in intermediate algebra correlated with overall semester GPA Attendance highly correlated with success Grade in intermediate algebra predictive of performance in higher math Self-selection bias Does not control for student characteristics Directory: about -> offices -> list -> ovae ovae -> Title: Advanced Placement Program list -> Executive summary list -> Usnei international Affairs Office, U. S. Department of Education Feb 2008 list -> Usnei international Affairs Office, U. S. Department of Education Feb 2008 ovae -> Archived Information avid: Setting High Expectations and Accountability Granger Ward California State Director, avid list -> U. S. Department of Education Transition Activities in Office of Special Education and Rehabilitative Services list -> Usnei international Affairs Office, U. S. Department of Education Feb 2008 list -> Ed-oig/A03-B0024 Dr. John Roth list -> Institutional Service Grants to Minority- and Low-Income-Serving Institutions: Results from the Eligibility Process, fy 2016 Download 363.13 Kb. Share with your friends: