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ERIC Number: ED202507
Record Type: RIE
Publication Date: 1981-Apr
Pages: 21
Abstractor: N/A
Reference Count: 0
Predicting Successful and Unsuccessful Developmental Mathematics Students in Community Colleges.
Frerichs, Allen H.; Eldersveld, Paul J.
A study involving 513 developmental math students at eight Illinois community colleges was conducted to determine the correlation between student success or failure in developmental math courses and nine independent variables: (1) instructional method, i.e. "traditional," in which the instructor sets the pace for learning, and "nontraditional," in which students set the pace for learning; (2) cognitive style; (3) numerical skills; (4) age; (5) sex; (6) students' assessment of their math knowledge; (7) student attitudes toward math; (8) students' assessment of their math ability; and (9) their reasons for taking developmental courses. During the study, students were divided into traditional and nontraditional groups and were administered two tests: the Group Embedded Figures Test to identify cognitive style and Form H of the Career Planning Program to assess numerical skills. Data for the remaining independent variables were gathered in a student survey. Stepwide multiple discriminant analysis was used to determine those variables which discriminated between passing and failing students at a .10 level of significance. Study results identified five significant variables indicating that the successful student was more likely to have higher numerical skills, be in a traditionally taught course, be older, have higher perceptions of his/her math abilities, and have more positive attitudes toward math. A literature review is included. (JP)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).