ERIC Number: EJ960409
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 19
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.
Descriptors: Research Design, Community Colleges, Effect Size, Algebra, Academic Achievement, Pilot Projects, Higher Education, At Risk Students, Mathematics Curriculum, Expertise, Control Groups, Outcomes of Treatment, Sample Size, Intervention, Problem Solving
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
Authoring Institution: N/A
Identifiers - Location: Colorado