ERIC Number: ED348099
Record Type: RIE
Publication Date: 1992-Feb
Reference Count: 0
Success, Competency, and Persistence of New College Students in Math 310 at SJCC by Method of Instruction, Fall 1990. Research Report #126.
Budros, Kathleen; Kangas, Jon
A study was conducted at San Jose City College (SJCC) to determine whether method of instruction in Math 310 (Arithmetic) affected new college students' rates of success, first-semester competency, and persistence. The three instructional approaches used in Math 310 were a traditional three-unit classroom (CL); a structured math lab offering variable units at a fixed time with one full-time instructor (SL); and a multi-subject, learning center-based approach offering variable units by arrangement (LSC). Study participants included 163 new students starting at SJCC in fall 1990. Of these students, 78% were under 30 years of age; 39% were White, 33% Hispanic, 15% Black, and 9% Asian; and 55% were female. Study findings included the following: (1) 72 (44%) of the 163 students enrolled in Math 310 in fall 1990 achieved a level of competence their first semester that would allow them to progress to beginning algebra; (2) 72 (44%) of the Math 310 students persisted to the second semester; (3) CL students reached competency at a higher rate (64%) than SL students (46%) or LSC students (28%), though SL persisted at a higher rate (55%) than both LSC (38%) and CL students (31%); (4) 64% of the CL students were successful versus 92% of the SL students; and (5) 74% of the LSC students were successful, although only 10% were successful at the full three-unit credit level. Data tables, graphs, and recommendations are included. (JMC)
Descriptors: Academic Persistence, Achievement Gains, Arithmetic, Community Colleges, Comparative Analysis, Conventional Instruction, Learning Laboratories, Mathematics Achievement, Mathematics Instruction, Mathematics Skills, Remedial Mathematics, Skill Centers, Student Characteristics, Teaching Methods, Two Year College Students, Two Year Colleges
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: San Jose/Evergreen Community Coll. District, San Jose, CA.
Identifiers: San Jose City College CA