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ERIC Number: EJ1092901
Record Type: Journal
Publication Date: 2016-Mar-2
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1099-839X
Impact of Delivery Modality, Student GPA, and Time-Lapse since High School on Successful Completion of College-Level Math after Taking Developmental Math
Acosta, Diane; North, Teresa Lynn; Avella, John
Current Issues in Education, v19 n1 Mar 2016
This study considered whether delivery modality, student GPA, or time since high school affected whether 290 students who had completed a developmental math series as a community college were able to successfully complete college-level math. The data used in the study was comprised of a 4-year period historical student data from Odessa College based on the completion of the developmental math courses, Introductory Algebra and Intermediate Algebra, and subsequent completion a college-level math course. Through an ex-post facto design with logistic regression analysis, the results revealed that GPA was a predictor (p = 1.56 x 10-9) of completing a college-level math course with a C or better. However, the delivery mode of developmental math (p = 0.456) and time lapse since completing high school (p = 0.200) were not found to be predictors of college math completion with a C or better. Although online education continues to be an area of concern in higher education, this study's results reveal there are other variables that may affect successful completion of a college-level course, with this study finding that for every 1-point increase in college GPA, students were 3.64 times more likely to complete college-level math with a C or better.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A