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The Effects of STEM and Non-STEM Mathematics Corequisite Courses on Student Success at Public Institutions in West Virginia.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effects of STEM and Non-STEM Mathematics Corequisite Courses on Student Success at Public Institutions in West Virginia./
作者:	Keadle, Vanessa S.
面頁冊數:	1 online resource (116 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-06, Section: B.
Contained By:	Dissertations Abstracts International84-06B.
標題:	Higher education administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29994123click for full text (PQDT)
ISBN:	9798358477599

The Effects of STEM and Non-STEM Mathematics Corequisite Courses on Student Success at Public Institutions in West Virginia.
Keadle, Vanessa S.

The Effects of STEM and Non-STEM Mathematics Corequisite Courses on Student Success at Public Institutions in West Virginia. - 1 online resource (116 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: B.

Thesis (Ed.D.)--Marshall University, 2022.

Includes bibliographical references

This study explored the differences in student success outcomes between students enrolled in non-STEM and STEM corequisite mathematics courses at 18 postsecondary institutions across five academic years in West Virginia, using de-identified student data. The researcher analyzed this extant data to determine if student characteristics were predictors of success, as defined as passing the mathematics corequisite course, retention to the next semester, and earning a GPA of 2.0 or higher. The researcher also conducted analyses to understand if the differences in those outcomes between STEM and non-STEM courses were significant. This study identified statistically significant gaps in success for students who enrolled in STEM and non-STEM courses in retention and earning a GPA of 2.0 or higher. It further identified multiple student characteristics significantly predictive of passing a corequisite mathematics course (i.e., sex, race, Pell status, and mathematics course type), being retained to the next semester (i.e., sex, age, Pell status, and mathematics course type), and earning a GPA of 2.0 or higher (i.e., sex, age, race, Pell status, and mathematics course type), for students enrolled in both non-STEM and STEM mathematics corequisite courses at these institutions.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798358477599Subjects--Topical Terms:

2122863
Higher education administration.
Subjects--Index Terms:

CorequisiteIndex Terms--Genre/Form:

542853
Electronic books.

The Effects of STEM and Non-STEM Mathematics Corequisite Courses on Student Success at Public Institutions in West Virginia.
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