dc.contributor.author	Raval, Nimisha
dc.coverage.spatial	United States, Georgia.	en_US
dc.date.accessioned	2018-09-18T12:19:49Z
dc.date.available	2018-09-18T12:19:49Z
dc.date.issued	2018-09
dc.identifier.citation	Raval, Nimisha. "Regression Analysis of Remedial Mathematics Students’ Success in the Technical College System of Georgia." PhD diss., Valdosta State University, 2018. http://hdl.handle.net/10428/3197.
dc.identifier.other	E5D3352B-6425-168B-4611-B1E488AD1248	UUID
dc.identifier.uri	http://hdl.handle.net/10428/3197
dc.description.abstract	Colleges and universities across the nation are diligently working to identify academic hindrances that affect student retention and graduation. The purpose of this study was to determine the impact of redesigned remedial coursework on student achievement rate of students enrolled in the gatekeeper mathematics course, between Academic Year (AY) 2012 - AY 2013, to attain an associate degree at the Technical College System of Georgia. The findings of this study indicated that remedial students enrolled in the sequential mathematics course progression were more likely to succeed in the gatekeeper course and achieve the associate degree in fewer semesters, in comparison to students enrolled in the redesigned accelerated mathematics coursework. A logistic regression model comprised of variables such as remedial model enrollment, gatekeeper course success, age, race, gender, and income was formulated to predict specific characteristics of remedial students that were more likely to affect the associate degree attainment. The enrollment in remedial coursework models, race, and income were not significant factors for predicting the likelihood of a student graduating with an associate degree. The probability of remedial students graduating with an associate degree was higher for traditional students and female students. Remedial students passing the gatekeeper course in mathematics was associated with a lower likelihood of achieving an associate degree. The researcher recommends a critical need for refinement of remedial educational structure with targeted curriculum modification holistically integrated with purposeful advisement, sustainable support services, early intervention, and focused guidance from faculty and staff to highly influence remedial students’ success at colleges and universities.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 Current State of Education in United States 1 Background of Study 3 Problem Statement 5 Purpose 6 Research Questions 7 Significance 7 Conceptual Framework 8 Tinto’s Interactionalist Theory 9 Methodology 13 Limitations 15 Operational Definitions 16 Summary 17 Chapter II: LITERATURE REVIEW 18 Postsecondary Education in the United States 21 Importance of Higher Education and Role of Community Colleges 23 History of Technical Education in Georgia 28 Student Success 29 Remedial Education in the United States 36 Sequential and Accelerated Teaching Models 50 Approaches to Remedial Education in Various States 54 Remediation in Mathematics Coursework 66 Summary 78 Chapter III: METHODOLGY 79 Research Questions 80 Setting and Participants 81 Sequential Coursework in Mathematics 85 Accelerated Coursework in Mathematics 86 Course Structure 88 Data Collection 90 Variables 91 Outcome Variables 91 Predictors 91 Data Analysis 93 Descriptive Statistics 95 Regression Analysis 97 Model Assessment 98 Assumptions and Limitations of Logistic Regression Model 99 Summary 100 Chapter IV: RESULTS 101 Problem Statement and Research Questions 101 Site and Participant Selection 102 Data Details 103 Statistical Analytics 105 Chi-Square Test 105 Independent Samples t test 106 Binary Logistic Regression 107 Results 108 Summary 117 Chapter V: CONCLUSIONS, INTERPRETATIONS, AND RECOMMENDATIONS 119 Discussion 119 Overview of Study 121 Methodology 122 Summary of Findings 123 Implications of Redesigned Coursework 126 Limitations 129 Recommendations 130 Conclusions 136 REFERENCES 140 APPENDIX A: Institution Review Board Exemption 154	en_US
dc.format.extent	166 pages.
dc.format.medium	Dissertations; Electronic records (digital records); PDF;
dc.language.iso	en_US	en_US
dc.subject	Remedial teaching	en_US
dc.subject	Developmentally disabled--Education (Higher)	en_US
dc.subject	Remedial teaching	en_US
dc.subject	Technical College System of Georgia	en_US
dc.subject	Mathematics	en_US
dc.subject	Academic achievement	en_US
dc.title	Regression Analysis of Remedial Mathematics Students’ Success in the Technical College System of Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Green, Robert
dc.description.committee	Raiford, Simmie A
dc.description.committee	Tsemunhu, Rudo
dc.description.committee	Truby, William
dc.description.committee	Nobles, Kathy D.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US