NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ960409
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-1046-3364
A Concurrent Support Course for Intermediate Algebra
Cooper, Cameron I.
Research & Teaching in Developmental Education, v28 n1 p16-29 Fall 2011
This article summarizes the creation and implementation of a concurrent support class for TRS 92--Intermediate Algebra, a developmental mathematics course at Fort Lewis College in Durango, Colorado. The concurrent course outlined in this article demonstrates a statistically significant increase in student success rates since its inception. Specifically, students successfully completing the concurrent support class have had a success rate of approximately 82%, while all other students have had an approximate 63% success rate. In Spring 2007, the support course was piloted in a randomized control, experimental design. As measured by Cohen's d, the pilot course resulted in overall effect size 0.43, a moderately strong effect size for behavioral data.
New York College Learning Skills Association. Web site: http://www.nyclsa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado