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ERIC Number: ED557056
Record Type: Non-Journal
Publication Date: 2008-Jun-9
Pages: 31
Abstractor: As Provided
Reference Count: 39
Factors That Influence Students' Performance in Intermediate Algebra Classes at the College: A Longitudinal Research Study
Ramirez, Sonia; Siadat, M. Vali
Online Submission
The purpose of this study is to identify factors that influence students' performance in the intermediate algebra classes at the college by analyzing parameters such as test scores, grades, attitude towards mathematics, time lapse between subsequent courses, placement, and teaching practices. This study will investigate the correlation of several selected variables with performance and compare these results with those found in the literature. Based on the findings, specific solutions for areas needing improvement will be prescribed, and recommendations to improve student performance in intermediate algebra classes at the college will be presented. The study took place at Richard J. Daley College, in Chicago, IL, and targeted the Intermediate Algebra (Math 112) student population. Data were collected during the fall 2003, spring 2004, fall 2004, and spring 2005, semesters. The results indicate that proper placement and positive attitude of students contribute to improved performance while extended time lapse between subsequent courses hampers their performance. Moreover, an innovative teaching approach, the Keystone method, produced higher student outcomes in intermediate algebra and also in subsequent mathematics courses compared to the traditional approaches.
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois