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ERIC Number: ED522250
Record Type: Non-Journal
Publication Date: 2010
Pages: 217
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-7363-8
ISSN: N/A
College Mathematics Placement Tests: Student Perceptions of Preparation and Appropriateness of Placement
Magee, Pamela Ann
ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles
An increasing number of recent high school graduates' college math placement test results indicate that they are not ready for college level math. This study examined the perceptions of recent high school graduates enrolled in developmental math classes to determine their level of satisfaction with their math placement, the relationship of demographic factors to students' math placement, and students' beliefs about the reasons for their math placement. Preliminary questionnaires were administered in community-college developmental math classes to 236 students after the first six weeks of classes. The survey collected information about students' level of satisfaction with their math placement, their preparation for college math, and demographic data. The Preliminary Questionnaire also identified volunteers for the follow up interviews. Of the 20 students selected to participate in a more detailed Pre-Interview Questionnaire and one-on-one interview, 10 indicated that they were very satisfied or satisfied with their math placement and 10 indicated that they were very dissatisfied or dissatisfied with their math placement. This study suggests that the community college students enrolled in developmental math courses believe they were capable of more advanced work than their developmental math course placement indicated. Both students who were satisfied and dissatisfied with their developmental math placement perceived that their high-school preparation, the math-placement test process, and personal traits such as persistence and motivation played a significant role in their success in math classes. Demographic backgrounds of the developmental math students who volunteered to participate in this study were consistent with the backgrounds of students who are traditionally underrepresented in colleges and universities. Students' responses indicated that all entering-college students can benefit from additional information, focused preparation, and consistent guidance from high schools and colleges to prepare for math placement tests and to succeed in college math. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A