2011
DOI: 10.2190/cs.13.3.a
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Academic Progress in Developmental Math Courses: A Comparative Study of Student Retention

Abstract: The majority of college students are not ready for college-level math courses, which, when completed, have been shown to increase graduation and transfer rates. To address this problem, the Math My Way (MMW) program was developed to integrate module-based curriculum and mastery learning approaches. The program is based on Seidman's retention formula, which postulated that early identification of student deficiencies followed by early, intensive, and continuous interventions increase student retention and succe… Show more

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Cited by 3 publications
(4 citation statements)
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“…In recent times, educational software like McGraw-Hill's ALEKS, which is built on a personalized platform, proposes to improve mathematical outcomes (EGA, 2013;Epper & Baker, 2009). There have been studies which resulted in improved math outcomes for some groups (Silverman & Seidman, 2011;Walkington, 2013) however there has been little to no research to determine the effects of adaptive learning outcomes on nontraditional students. This study will seek to identify outcomes for nontraditional learners in two-year colleges who have been placed into remedial math.…”
Section: Discussionmentioning
confidence: 99%
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“…In recent times, educational software like McGraw-Hill's ALEKS, which is built on a personalized platform, proposes to improve mathematical outcomes (EGA, 2013;Epper & Baker, 2009). There have been studies which resulted in improved math outcomes for some groups (Silverman & Seidman, 2011;Walkington, 2013) however there has been little to no research to determine the effects of adaptive learning outcomes on nontraditional students. This study will seek to identify outcomes for nontraditional learners in two-year colleges who have been placed into remedial math.…”
Section: Discussionmentioning
confidence: 99%
“…While there have been several research studies conducted to determine various ALT benefits and effectiveness (Silverman & Seidman, 2011;Walkington, 2013) research is deficient around nontraditional student performance. Furthermore, there is little research being conducted that evaluates the post-remedial course impact of applying ALT where both traditional and nontraditional students learn together, which is the standard for most colleges (Day, Lovato, Tull, & Ross-Gordon, 2011).…”
Section: Deficiencies In the Evidencementioning
confidence: 99%
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