ERIC Number: EJ1191934
Record Type: Journal
Publication Date: 2018
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1936-346X
EISSN: N/A
Undergraduate Retention Rates for Students in Learning Support Math Classes versus Traditional Math Classes Controlling for ACT Mathematics Scores
Dula, Mark E.; Lampley, Sandra A.; Lampley, James H.
Journal of Learning in Higher Education, v14 n1 p1-6 Spr 2018
The purpose of this study was to determine if the 1- and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability and Statistics and students who took a learning support section of the same course. The subjects of this study were 2,714 students enrolled in a Probability and Statistics course (either regular sections or learning support sections) at a 4-year institution from the 2013 summer semester to the 2014 fall semester. As expected, students who scored a 19 or greater on the mathematics section of the ACT were significantly more likely to be enrolled in later semesters than students who scored below a 19. When students were grouped by matching ACT mathematics sub scores there was not a significant difference in 1-term and 2-term retention rates between students who took a 4-hour learning support section of probability and statistics and students who opted to take a regular 3-hour version of the same course.
Descriptors: Undergraduate Students, Probability, Statistics, Academic Persistence, Mathematics Tests, Scores, College Entrance Examinations, Mathematics Instruction, Correlation, Mathematics Education, Enrollment Trends
JW Press. P.O. Box 49, Martin, TN 38237. Tel: 731-587-4010; Fax: 731-588-0701; Web site: http://JWPress.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment
Grant or Contract Numbers: N/A