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ERIC Number: ED416914
Record Type: Non-Journal
Publication Date: 1998-Mar
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Relationship of Remedial Reading Needs to First-Attempt Grade Distributions in Introductory College Algebra at a Two-Year College: Fall 1992 to Fall 1997.
Hamilton, John
Georgia's Gainesville College conducted a study to determine the relationship between students' remedial needs and their grades in two required algebra courses: Math 104, introductory algebra for non-science majors, and Math 151, introductory algebra for science and math majors. Grades for the first attempt in these courses were collected for 6,130 students between fall 1992 and fall 1997, including 1,642 who were required to take the college's remedial reading course. Further, for students who were required to take remedial reading, outcomes were examined for the 490 who took the course before taking introductory algebra, the 187 who took both courses concurrently, and the 7 who took the reading course after taking introductory algebra. The study found no significant benefits for students who took the developmental reading course before introductory algebra, and in fact, showed slightly higher "C" or better pass rates for students taking the courses at the same time. Further, students taking the courses concurrently were less likely to withdraw than those who completed the reading course first, although withdrawal rates were relatively high for both groups. The majority of the text are appended data tables illustrating algebra pass rates by quarter. (BY)C
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Gainesville Coll., GA. Office of Planning and Institutional Research.