Instruction Type and Student Major as they Relate to Student Success in College Level Developmental Mathematics Classes
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The low success rate of developmental (or remedial) mathematics courses is a hot topic at the higher education level. In this research, student success is considered in terms of final grade, D/F percentage, and withdrawal percentage. The author is interested in looking at student success at a Midwestern university as it relates to instructional delivery type (online vs traditional) and student major (arts and humanities, STEM, and undeclared). It was found that final grade and D/F percentage were statistically significant while withdrawal percentage was not when the data were analyzed with a two-way analysis of variance.
Table of Contents
Introduction -- Review of literature -- Methods -- Results -- Discussion -- Appendix