A Longitudinal study of modeling-based college algebra and its effect on student achievement

Abstract

Low success rates and high withdrawal rates in gateway courses like College Algebra have deterred some students from attaining their educational goals. The university of study developed a Modeling-Based College Algebra course with the purpose of creating a better course for terminal students and yet still preparing nonterminal students for the next mathematics course. In this quantitative study, the difference between the two College Algebra courses in terms of average final grade, the D/F percentage, the withdrawal percentage, and the average final grade in a subsequent mathematics course was examined. The difference in median final grade, D/F percentage, and withdrawal percentage was statistically significant. The difference in average final grade in the subsequent math course was not statistically significant. The difference in median final grade, D/F percentage, and withdrawal percentage was statistically significant for female, male, and traditional students.