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ERIC Number: ED380166
Record Type: RIE
Publication Date: 1995-Feb
Pages: 36
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Comparison of the Grade Point Average in Intermediate Algebra of Developmental and Nondevelopmental Students. Revised.
Cunningham, Pearley
A study was conducted at the Community College of Allegheny County, in Pennsylvania, to compared the level of preparedness in an intermediate algebra course for students who placed directly into the course and those who had tested into and completed a basic algebra course. Placement test scores, algebra course grades, and repeat status were determined for the 390 students enrolled in 19 sections of the intermediate algebra course in spring 1993, resulting in a final sample of 248 students who were not repeating and who passed the course. The sample consisted of 35 non-developmental students (i.e., those who had tested directly into the course) and 213 developmental students (i.e., those who completed the basic algebra course). Twelve of the non-developmental students received an"A" in the course, compared to 34 students from the developmental group. Similarly, grade point averages (GPA's) calculated for the groups based on course outcomes indicated that the developmental group had a GPA of 2.183, with a standard deviation of 1.242, while the non-developmental group had a GPA of 2.571, with a standard deviation of 1.481. The z-test used to test the research hypothesis indicated that no significant differences existed between outcomes for the two groups. The study concluded that the developmental students showed no advantage over other students and that the college's mathematics placement test was properly screening students based on algebra skills. (KP)
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova Southeastern University.