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ERIC Number: EJ882002
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: ISSN-1066-8926
Success in Algebra among Community College Students
Reyes, Czarina
Community College Journal of Research and Practice, v34 n3 p256-266 2010
College algebra is a required course for most majors, but is viewed by many as a gatekeeper course for degree completion by students. With almost half a million students taking college algebra each year, faculty are experimenting with new course lengths of time that might result in higher success, completion, and retention rates for college algebra students. This article reports on a study of the traditional 16-week versus an 8-week course length in college algebra at a two-year Metropolitan Community College (MCC) in the United States. The study was to determine which course length of time, 8 weeks or 16 weeks, results in a higher proportion of students successfully completing the college algebra course. Also investigated were success rates among ethnicities, genders, and age groups. The study included 231 students in college algebra. Data were analyzed on four sections of the traditional 16-week courses and four sections of 8-week courses. In this study, success was measured as earning a grade of A, B, or C in the course. Understanding more about course lengths of time for college algebra can aid in increased understanding of time as a factor and, ultimately, may determine if students are more successful in 8-week or 16-week courses of instruction. (Contains 4 tables.)
Routledge. Available from: 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 - Evaluative
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas; United States