Advanced search options

You searched for `+publisher:"University of Arkansas" +contributor:("Kendra S. Grover")`

. One record found.

▼ Search Limiters

University of Arkansas

1. West, Jerry. Comparing the Impact of Traditional and Modeling College Algebra Courses on Student Performance in Survey of Calculus.

Degree: Doctor of Education in Workforce Development Education (EdD), Workforce Development Education (EdD), 2013, University of Arkansas

URL: http://scholarworks.uark.edu/etd/591

Students in higher education deserve opportunities to succeed and learning environments which maximize success. Mathematics courses can create a barrier for success for some students. College algebra is a course that serves as a gateway to required courses in many bachelor's degree programs. The content in college algebra should serve to maximize students' potential in utilizing mathematics and gaining skills required in subsequent math-based courses when necessary. The Committee for Undergraduate Programs in Mathematics has gone through extensive work to help mathematics departments reform their college algebra courses in order to help students gain interest in the utilization of mathematics in solving real-world problems. In many instances, college algebra courses have evolved from a traditional curriculum into a modeling or applied curriculum. Successful completion rates and academic achievement in a survey of calculus course were compared between students who had traditional college algebra content versus modeling college algebra content. Results of statistical analyses between the two types of college algebra content determined that a higher percentage of students successfully completed survey of calculus on their first attempt when they had traditional college algebra content in a prerequisite course than students who had modeling college algebra content. No statistically significant difference was determined in academic achievement in survey of calculus, measured by average GPA of students, between the two types of college algebra content. The results of this study suggest that a higher percentage of students will complete survey of calculus with a grade of C or higher on their first attempt after successfully completing traditional college algebra content versus successfully completing modeling college algebra content; however, academic achievement based on GPA will not be significantly different between students who successfully complete either type of college algebra content.
*Advisors/Committee Members: Kendra S. Grover, Ketevan Mamiseishvili, Kit Kacirek.*

Subjects/Keywords: Education; Applied college algebra; Calculus; College algebra; Survey of calculus; Traditional college algebra; Algebra; Science and Mathematics Education

Record Details Similar Records

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^{th} Edition):

West, J. (2013). Comparing the Impact of Traditional and Modeling College Algebra Courses on Student Performance in Survey of Calculus. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/591

Chicago Manual of Style (16^{th} Edition):

West, Jerry. “Comparing the Impact of Traditional and Modeling College Algebra Courses on Student Performance in Survey of Calculus.” 2013. Doctoral Dissertation, University of Arkansas. Accessed March 26, 2019. http://scholarworks.uark.edu/etd/591.

MLA Handbook (7^{th} Edition):

West, Jerry. “Comparing the Impact of Traditional and Modeling College Algebra Courses on Student Performance in Survey of Calculus.” 2013. Web. 26 Mar 2019.

Vancouver:

West J. Comparing the Impact of Traditional and Modeling College Algebra Courses on Student Performance in Survey of Calculus. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Mar 26]. Available from: http://scholarworks.uark.edu/etd/591.

Council of Science Editors:

West J. Comparing the Impact of Traditional and Modeling College Algebra Courses on Student Performance in Survey of Calculus. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: http://scholarworks.uark.edu/etd/591