The Impact that A New Co-Requisite Model for Entry-Level College Courses is Having on Students’ Success in Mathematics
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Authors
Padilla-Hernandez, Remigio
Issue Date
2020-11
Type
Dissertation
Language
en_US
Keywords
Dissertations, Academic--United States , Education, Higher , Educational tests and measurements--Evaluation , Georgia , Mathematics
Alternative Title
Abstract
This study used a quantitative descriptive design and the CIPP model to evaluate the impact a co-requisite model had on students’ passing rates in entry-level college math courses. The co-requisite model has become the alternative to the traditional developmental education sequence, and understanding how it impacts students’ passing rates is important. The study was conducted in a small liberal arts private university in Southwest Georgia. Even though the research about the benefits of the co-requisite model is growing, there are still not enough literature about how this model is affecting students’ passing rates in entry-level math courses at small private universities.
The study used archived data from 300 students’ records who took the entry-level math course with and without the co-requisite support lab from Fall 2014 through Fall 2019. The CIPP model was integrated into the research design to aid in the evolution. Four research questions guided the study. A 2 x 2 Factorial ANOVA was used to analyze the data. The results from the Factorial ANOVA data analysis produced one significant result for the main effect gender and two nonsignificant results, one for the main effect co-requisite support lab and one for the interaction effect. However, there was enough evidence to indicate that the co-requisite support lab had an impact on students’ passing rates in the entry-level math course. Results produced by the descriptive statistics revealed that the passing rate for the entry-level math courses was 76.5% (229) and for students who took the lab was 75.3%. In addition, descriptive data analysis showed that women had higher passing rates than men. Overall, the CIPP model, descriptive statistics results and 2 x 2 Factorial ANOVA results were combined to form a bigger picture of the co-requisite program which showed a positive outcome. However, due to the limitations of the study these results cannot be generalized beyond the university’s co-requisite program.
Keyword 1: Co-requisite math labs
Keyword 2: Co-requisite
Keyword 3: Learning support math labs
Keyword 4: Supporting math labs
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.