東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Influence of Reading Proficiency on ...

Stryk, Diane M.

FindBook

Google Book

Amazon

博客來

Influence of Reading Proficiency on Placement and Success in Online Developmental Mathematics.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Influence of Reading Proficiency on Placement and Success in Online Developmental Mathematics./
作者:	Stryk, Diane M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	178 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
Contained By:	Dissertation Abstracts International80-03A(E).
標題:	Community college education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10978964
ISBN:	9780438661820

Influence of Reading Proficiency on Placement and Success in Online Developmental Mathematics.
Stryk, Diane M.

Influence of Reading Proficiency on Placement and Success in Online Developmental Mathematics. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 178 p.

Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.

Thesis (Ph.D.)--Walden University, 2018.

Community college leaders have spent years trying to improve success rates for students in developmental mathematics (DM) courses, but with little progress. This quantitative study, using a pre-experimental static-group research design, examined if a change in a community college district's policy and practices for student placement into DM courses could improve student success in online DM courses. Bounded rationality theory provided the lens to view how students' decision making is influenced by the lack of timely and appropriate information during the placement process. The study addressed whether a composite placement score, the result of combining the ACCUPLACER placement scores for elementary algebra and reading comprehension, would improve predicting student success in the online DM courses of basic arithmetic and introductory algebra. Logistic regression was used to analyze archival data from a student population of 39,585 students from which 767 participants were identified using a stratified random sampling method. The findings indicated that the composite score was a statistically significant predictor of the likelihood of student success only for the online basic arithmetic course (beta = .024, Exp(beta) = 1.024, p < .0005), which means the higher the composite placement score, the greater the likelihood of success. Providing DM students with information on reading proficiency's influence can increase student success rates. The social change implications are that when students are placed properly in a DM course they complete the sequence in less time, reach their academic goals sooner, and spend less money. In turn, the community college and local community also benefit.

ISBN: 9780438661820Subjects--Topical Terms:

2122836
Community college education.

Influence of Reading Proficiency on Placement and Success in Online Developmental Mathematics.
LDR:02698nmm a2200313 4500 001 2202786
005 20190513114840.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438661820
035 $a (MiAaPQ)AAI10978964
035 $a (MiAaPQ)waldenu:21613
035 $a AAI10978964
040 $a MiAaPQ $c MiAaPQ
100 1 $a Stryk, Diane M. $3 3429559
245 1 0 $a Influence of Reading Proficiency on Placement and Success in Online Developmental Mathematics.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 178 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
500 $a Adviser: Michael Burke.
502 $a Thesis (Ph.D.)--Walden University, 2018.
520 $a Community college leaders have spent years trying to improve success rates for students in developmental mathematics (DM) courses, but with little progress. This quantitative study, using a pre-experimental static-group research design, examined if a change in a community college district's policy and practices for student placement into DM courses could improve student success in online DM courses. Bounded rationality theory provided the lens to view how students' decision making is influenced by the lack of timely and appropriate information during the placement process. The study addressed whether a composite placement score, the result of combining the ACCUPLACER placement scores for elementary algebra and reading comprehension, would improve predicting student success in the online DM courses of basic arithmetic and introductory algebra. Logistic regression was used to analyze archival data from a student population of 39,585 students from which 767 participants were identified using a stratified random sampling method. The findings indicated that the composite score was a statistically significant predictor of the likelihood of student success only for the online basic arithmetic course (beta = .024, Exp(beta) = 1.024, p < .0005), which means the higher the composite placement score, the greater the likelihood of success. Providing DM students with information on reading proficiency's influence can increase student success rates. The social change implications are that when students are placed properly in a DM course they complete the sequence in less time, reach their academic goals sooner, and spend less money. In turn, the community college and local community also benefit.
590 $a School code: 0543.
650 4 $a Community college education. $3 2122836
650 4 $a Mathematics education. $3 641129
650 4 $a Educational technology. $3 517670
690 $a 0275
690 $a 0280
690 $a 0710
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 80-03A(E).
790 $a 0543
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10978964