A Concurrent Support Course for Intermediate Algebra

Autor/in	Cooper, Cameron I.
Titel	A Concurrent Support Course for Intermediate Algebra
Quelle	In: Research & Teaching in Developmental Education, 28 (2011) 1, S.16-29 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-3364
Schlagwörter	Research Design; Community Colleges; Effect Size; Algebra; Academic Achievement; Pilot Projects; Higher Education; At Risk Students; Mathematics Curriculum; Expertise; Control Groups; Outcomes of Treatment; Sample Size; Intervention; Problem Solving; Colorado + Suchen Sie Ihr Suchwort? Forschungsdesign; Community college; Community College; Schulleistung; Pilot project; Modellversuch; Pilotprojekt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Expert appraisal; Problemlösen
Abstract	This article summarizes the creation and implementation of a concurrent support class for TRS 92--Intermediate Algebra, a developmental mathematics course at Fort Lewis College in Durango, Colorado. The concurrent course outlined in this article demonstrates a statistically significant increase in student success rates since its inception. Specifically, students successfully completing the concurrent support class have had a success rate of approximately 82%, while all other students have had an approximate 63% success rate. In Spring 2007, the support course was piloted in a randomized control, experimental design. As measured by Cohen's d, the pilot course resulted in overall effect size 0.43, a moderately strong effect size for behavioral data. (As Provided).
Anmerkungen	New York College Learning Skills Association. Web site: http://www.nyclsa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10