This preview shows page 1. Sign up to view the full content.
Unformatted text preview: College Algebra Across Texas— College Algebra Across Texas— Survey Results
G. Donald Allen – Texas A&M University Linda Reichwein Zientek – Blinn College Mel Griffin – Texas A&M University Gloria White – Charles A. Dana Center Paula A. Wilhite – Northeast Texas Community College Sample Sample 33 Community Colleges 13 Universities 72% Retention Rate 69 % Completer Rate College Algebra (M1314) College Algebra (M1314) Why Math 1314? Who Enrolls in Math 1314? Topics Covered? Topics Indicated by Department Chairs as Important for Incoming College Algebra Students ________________________________________________________________________________
Percent by University Percent by Community College _________________________________ _________________________________ Most Somewhat Marginal or Most Somewhat Marginal or Topics Important Important No Importance Important Important No Importance __________________________________________________________________________________ Algebraic Manipulation 100 0 0 100 0 0 Problem Solving Fractions Logarithmic/ Exponential Trigonometry Regression Modeling Graphing Calculator Group Work 67 83 18 0 9 18 9 25 17 55 36 9 55 27 8 0 27 64 82 27 64 84 82 16 3 3 6 0 16 16 68 13 20 47 48 0 0 16 84 77 47 52 _____________________________________________________________________________ Correlations Between Prerequisite Scores and Departmental Grade Distributions
__________________________________________________ Tests SAT THEA Compass Accuplacer _______________________________________ ACT .373 .506* .459 .821** SAT .470* .680** .206 THEA .846** .520* Compass .453 ________________________________________
Note. * indicates statistically significant at the .05 level. Effect sizes greater than .4 are italicized and considered noteworthy. College Algebra students were typically not entering STEM fields. University and community colleges were consistent in their beliefs about what topics students should know and algebraic manipulation and fractions topped their list. University and community college teachers predominant instructional method was traditional lecture but graphing calculators were being incorporated in the lectures with variations existing between schools. Professors in higher education typically assessed students in traditional methods of exams and quizzes. Courses alone were not used to predict students’ college readiness. Conclusion Conclusion Community college and university mathematics departments paralleled each other on Conclusion Conclusion Neither community colleges nor universities has moved far from the traditional classroom. The transition from community college to university is rather seamless in regards to teaching environment but that high school students emerging from non traditional classrooms will need to adjust to the traditional class settings typical at most institutions of higher education. instructional modality use of technology assessment methods Contact Information Contact Information Linda Zientek, lrzientek@yahoo.com Mel Griffin, melgriffin@tamu.edu Don Allen, dallen@math.tamu.edu Paula Wilhite, pwilhite@ntcc.edu ...
View Full
Document
 Spring '09
 WHITE

Click to edit the document details