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ERIC Number: ED529572
Record Type: Non-Journal
Publication Date: 2010
Pages: 109
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1246-0617-0
ISSN: N/A
The Retention, Success, and Progress Rates of Rural Females in Traditional Lecture and Online Developmental Mathematics Courses
Lynch-Newberg, Stacie A.
ProQuest LLC, Ed.D. Dissertation, University of Wyoming
Currently, 92% of community colleges offer courses online, yet only 13% offer online mathematics developmental courses. Little research has been conducted to verify the effectiveness of such courses. This study attempted to answer: Are online developmental mathematics courses addressing the academic requirements (retention, success, and progression) of rural females? Data from student academic records were collected from Fall 2004 through Spring 2008 semesters. Thus, allowing the researcher to answer these two questions: (1) How does retention and success of rural females compare to their peers who enrolled in a traditional course? (2) How do the progression rates of rural females in the next developmental and college-level course compare to their peers who enrolled in a traditional lecture course? Data revealed eight unexpected findings: (1) Developmental mathematics students who were successful in the online courses were older than expected. (2) Developmental mathematics students who were enrolled in the online courses had higher retention rates than the students enrolled in the traditional lectures. (3) Developmental mathematics students who were enrolled in the online courses had higher success rates than the students enrolled in the traditional lectures. (4) Developmental mathematics students who were enrolled in the online courses had greater completion rates from the developmental mathematics sequence through a college-level course than the students enrolled in the traditional lectures. (5) Developmental mathematics students enrolled in the traditional lectures had lower than expected success rates in Precalculus (MATH 1400). (6) Developmental mathematics students enrolled in the traditional lectures had slightly higher progression rates than the students enrolled in the online courses. (7) Developmental mathematics students enrolled in the online course did traverse between course delivery methods while completing the mathematics sequence required for their major. (8) Staff support that online students receive at four rural locations may have contributed to the retention, success, and progression rates from Math Fundamentals (DVST 0900) through a college-level course. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A