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ERIC Number: EJ838158
Record Type: Journal
Publication Date: 2005-Sep
Pages: 22
Abstractor: As Provided
Reference Count: 5
ISBN: N/A
ISSN: ISSN-1051-1970
A Modeling-Based College Algebra Course and Its Effect on Student Achievement
Ellington, Aimee J.
PRIMUS, v15 n3 p193-214 Sep 2005
In Fall 2004, Virginia Commonwealth University (VCU) piloted a modeling-based approach to college algebra. This paper describes the course and an assessment that was conducted to determine the effect of this approach on student achievement in comparison to a traditional approach to college algebra. The results show that compared with their counterparts in the traditional sections, students in the model-based approach had a higher success rate in the college algebra course; performed better on common final exam questions; performed less well in a subsequent precalculus course and slightly better in a subsequent business mathematics applications course. Overall, by the end of the following semester, the percentage of students who enrolled in the modeling course and successfully completed college algebra and a subsequent course required for their majors was significantly larger than the corresponding percentage of students in the traditional sections. (Contains 9 tables and 6 figures.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia