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ERIC Number: ED527304
Record Type: Non-Journal
Publication Date: 2008
Pages: 120
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-0349-6
ISSN: N/A
Cognitive and Affective Measures as Indicators of Course Outcomes for Developmental Mathematics Students at a Texas Community College
Goosen, Rebecca A.
ProQuest LLC, Ed.D. Dissertation, Grambling State University
The purpose of this study was to identify cognitive and non-cognitive variables that will predict a student's ability to achieve success in the lowest level developmental mathematics course at San Jacinto College. The study examined the ability of cognitive variables (standardized entrance examinations, high school grade point average, and type of high school diploma earned), demographic variables (age, gender, and ethnicity) and non-cognitive variables (self regulated learning and motivation) to consistently predict the successful completion of MATH 0304. The relationships of these variables with the dependent variables of student's score on the departmental developmental mathematics exit examination and on grade in MATH 0304 were examined. Data analysis consisted of two regression models and a factorial analysis of variance. Six independent variables were used in the stepwise multiple regression analysis (age, COMPASS mathematic scores, COMPASS reading scores, high school grade point average and non-cognitive data of self-regulated learning and motivation as measured on the Motivated Strategies for Learning Questionnaire [MSLQ]) on the dependent variable of MATH 0304 exit examination score. A factorial analysis included the independent variables of gender, ethnicity, and high school diploma type and the dependent variable of MATH 0304 exit examination score. A logistic regression analysis tested the relationship of the MATH 0304 course grade and all nine independent variables. The study found that there were several predictors that could be included in a model to assess students during the placement process. There was a significant relationship between the independent variables of COMPASS mathematics scores, COMPASS reading scores, high school grade point average, and motivation and the MATH 0304 exit examination score. The variable of MATH 0304 exit examination score was found to be a significant predictor of final course grade. [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: High Schools; Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire