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ERIC Number: ED526086
Record Type: Non-Journal
Publication Date: 2011-Aug-15
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Determination of the Effectiveness of Intermediate Algebra-Accelerated (Math 255) as Preparation for Student Success in a Transferable Mathematics Course
Sworder, Steven C.
Online Submission
Background: The Mathematics Department at Saddleback College created a 3-units intermediate algebra course as an alternative to the traditional 5-units intermediate algebra course. Forty percent of the material in the traditional course was composed of review topics from beginning algebra. The 3-units course did not contain that rehash of beginning algebra topics. With the review sections removed, the new course required only 3-units to cover the topics unique to intermediate algebra. It was felt that a 3-units version of intermediate algebra would be easier for students not needing a review of beginning algebra to fit into their class schedules. Additionally, the 3-units course would be less expensive for students who needed credit for an intermediate algebra course. Also the 3-units course would be less expensive than the traditional 5-units course for the college to offer. Purpose: The purpose was to determine the effectiveness of the 3-units intermediate algebra course in preparing students for success in the transferable mathematics course of their choice. Setting: Saddleback College, Mission Viejo, CA, Fall 2006 semester through the Spring 2008 semester. Study Sample: 171 students participated in this study. Research Design: Descriptive. Data Collection and Analysis: The success (grade of C or higher) of students in a subsequent mathematics course was observed and compared with the success rate of students from the traditional 5-units intermediate algebra course. Findings: Students who completed the 3-units intermediate algebra course were as likely to be successful in their subsequent mathematics course as were those who had completed the traditional 5-units intermediate algebra course. Conclusion: The Mathematics Department at Saddleback College should increase the number of offered sections of the 3-units intermediate algebra course and actively promote enrollment in that course by students with a solid understanding of the topics of beginning algebra. Citation: Steven C. Sworder, Mathematics Department, Saddleback College, Mission Viejo, CA 92780. Distribution of Intermediate Algebra Accelerated (Math 255) Students Categorized by the Grade Earned in Math 255 and the Subsequent Mathematics Course Taken in the South Orange County Community College District is appended.
Publication Type: Reports - Research
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California