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EFFECT OF THE INDIVIDUALIZED MANPOWER TRAINING SYSTEM INSTRUCTION PROGRAM IN BASIC MATH SKILLS ON THE ACHIEVEMENT LEVEL AND DROPOUT AND FAILURE RATE OF MATHEMATICS OF BUSINESS STUDENTS AT DAYTONA BEACH COMMUNITY COLLEGE (FLORIDA)
Title
THE EFFECT OF THE INDIVIDUALIZED MANPOWER TRAINING SYSTEM INSTRUCTION PROGRAM IN BASIC MATH SKILLS ON THE ACHIEVEMENT LEVEL AND DROPOUT AND FAILURE RATE OF MATHEMATICS OF BUSINESS STUDENTS AT DAYTONA BEACH COMMUNITY COLLEGE (FLORIDA).
Creator
MILLER, KATHLEEN NOBLE., Florida Atlantic University
Abstract/Description
The purpose of this study was to determine if requiring business mathematics students at Daytona Beach Community College (DBCC) to participate in a remedial mathematics program would increase their achievement level and decrease the failure and dropout rate. The 80 students enrolled in business mathematics who scored at the 9.9 grade level or below on the Test of Adult Basic Education (TABE), math fundamentals section, adapted from the California Achievement Test, 1967 edition, participated...
Show moreThe purpose of this study was to determine if requiring business mathematics students at Daytona Beach Community College (DBCC) to participate in a remedial mathematics program would increase their achievement level and decrease the failure and dropout rate. The 80 students enrolled in business mathematics who scored at the 9.9 grade level or below on the Test of Adult Basic Education (TABE), math fundamentals section, adapted from the California Achievement Test, 1967 edition, participated in the experiment. A posttest only control group design with randomization was developed. The 80 students were randomly divided into two groups. The treatment group participated in the Individualized Manpower Training System (IMTS) remedial program; the control group did not. Three achievement tests were developed, validated and administered to the students in both groups. The Finn Multivariate statistical program for multivariate analysis of variance (manova) and the SPSS statistical program for one-way analysis of variance (anova) were used to determine if no significant difference existed at the 0.05 level between the achievement levels of students who receive remedial instruction and those who did not. The scores from the three achievement tests were analyzed. The results of the manova and anova procedures indicated that the achievement level of the treatment group was significantly higher than the achievement level of the control group, and that the effects of the three achievement tests within each group were interacting. The SPSS program for chi square was used to determine if there were no significant differences between the number of students in the treatment group and control group who passed, failed or dropped the course. The computed chi square was not significant at the 0.05 level. Thus, no significant differences existed between the number of students in the treatment and control group who passed, failed or dropped the course. The conclusions drawn from the findings include: (1) Requiring business mathematics students at DBCC to participate in the IMTS diagnostic/prescriptive remedial program in business mathematics skills will raise their achievement level. (2) The IMTS remedial program in basic mathematics skills is not likely to significantly reduce the failure or dropout rate of business mathematics students at DBCC.
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Date Issued
1983
PURL
http://purl.flvc.org/fcla/dt/11843
Subject Headings
Mathematics--Remedial teaching, Business mathematics
Format
Document (PDF)
COMPUTERIZED MODEL FOR PLACEMENT AND DIAGNOSTIC TESTING IN COLLEGE REMEDIAL MATHEMATICS
Title
A COMPUTERIZED MODEL FOR PLACEMENT AND DIAGNOSTIC TESTING IN COLLEGE REMEDIAL MATHEMATICS.
Creator
HIRMANPOUR, IRAJ., Florida Atlantic University, Brumbaugh, Douglas K.
Abstract/Description
This study uses Gagne's theory of learning hierarchies to analyze the learning tasks of a college remedial mathematics course into a sequence of subordinate tasks and designs a diagnostic test for the course based upon the model. Furthermore, a computer system that implements the diagnostic system based on the task analysis model of diagnosis is developed. The topics normally covered in college remedial mathematics courses are divided into ten major areas, and each topic is divided into a set...
Show moreThis study uses Gagne's theory of learning hierarchies to analyze the learning tasks of a college remedial mathematics course into a sequence of subordinate tasks and designs a diagnostic test for the course based upon the model. Furthermore, a computer system that implements the diagnostic system based on the task analysis model of diagnosis is developed. The topics normally covered in college remedial mathematics courses are divided into ten major areas, and each topic is divided into a set of subordinate tasks. The subdivision is expressed through statements of performance objectives. A numbering which depicts the hierarchical structures of subtasks is used, and the test design conforms to this structure. Computer programs are written to allow the program user to enter the result of task analysis and the tests to be administered. The tests can be administered via a computer terminal identify the student's mathematical deficiencies. Test results and information from the task analysis can be used to produce a report of student deficiencies. It is hypothesized that such a detailed report of the student's deficiencies will enable the instructor to prescribe an individually tailored remedial course for the student. Each student's test performance is recorded, and a computer program is provided to perform item analysis and to compute test reliability coefficients for any group of students. The result of this study is a set of computer programs which implements the task analysis model of diagnosis for any subject where hierarchical relationships can be defined. This study also provides the testing instruments for separating college freshmen into remedial and non-remedial groups and for the diagnostic testing of the remedial group. It is concluded that the digital computer can be used to implement the task analysis model of diagnosis and that the software provided should be helpful to those who want to design and evaluate diagnostic tests.
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Date Issued
1980
PURL
http://purl.flvc.org/fcla/dt/11774
Subject Headings
Mathematics--Remedial teaching--Ability testing, Algebra--Study and teaching (Higher)
Format
Document (PDF)
Use of a mathematics word problem strategy to improve achievement for students with mild disabilities
Title
Use of a mathematics word problem strategy to improve achievement for students with mild disabilities.
Creator
Taber, Mary R., College of Education, Department of Exceptional Student Education
Abstract/Description
Mathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics that call for an inquiry learning model (NCTM, 2000). Unfortunately, this model...
Show moreMathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics that call for an inquiry learning model (NCTM, 2000). Unfortunately, this model may not be sufficient to meet the needs of students with disabilities. Researchers are currently looking at what elements will assist students with disabilities to learn mathematics both conceptually and procedurally. Explicit direct instruction, modeling, guided and independent practice, and providing advanced organizers have been found to help students with disabilities to be successful. Results indicated that students with mild disabilities were able to use the strategy independently to accurately solve the training word problems using division or multiplication. Also, students were able to generalize both the strategy use as well as the word problem accuracy to the measurement of area problems. Additionally, two of the three students continued to use the strategy appropriately to accurately solve word problems in the 6-week follow-up phase. Suggestions for future studies are provided as well as educational implications.
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Date Issued
2013
PURL
http://purl.flvc.org/fcla/dt/3361253
Subject Headings
Achievement in education, Children with disabilities, Education, Word problems (Mathematics), Study and teaching, Mathematics, Remedial teaching, Response to intervention (Learning disabled children)
Format
Document (PDF)