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COMPARATIVE STUDY OF THE EFFECTIVENESS OF REGULARLY ASSIGNED, REGULARLY COLLECTED, PROMPTLY CORRECTED, AND PROMPTLY RETURNED HOMEWORK IN COMMUNITY COLLEGE MATHEMATICS CLASSES
Title
A COMPARATIVE STUDY OF THE EFFECTIVENESS OF REGULARLY ASSIGNED, REGULARLY COLLECTED, PROMPTLY CORRECTED, AND PROMPTLY RETURNED HOMEWORK IN COMMUNITY COLLEGE MATHEMATICS CLASSES.
Creator
DYER, PATRICIA WOODWORTH., Florida Atlantic University, Burgess, Ernest E.
Abstract/Description
This study was designed to determine the effects of requiring student completion and submission of homework problem assignments, their correction and return, on a regular basis, on community college student achievement in two mathematics courses. These courses were introductory college algebra (designated Mathematics X) and college algebra (designated Mathematics Y). Additionally, student persistence in the courses was studied. Implications of the study included the following: 1. Requiring...
Show moreThis study was designed to determine the effects of requiring student completion and submission of homework problem assignments, their correction and return, on a regular basis, on community college student achievement in two mathematics courses. These courses were introductory college algebra (designated Mathematics X) and college algebra (designated Mathematics Y). Additionally, student persistence in the courses was studied. Implications of the study included the following: 1. Requiring homework problem assignments to be completed and submitted on a regular basis as a teaching aid is acceptable for the instructor who approves of this practice. For the instructor who does not, any other teaching tool currently in use is equally effective. 2. Proper placement in the mathematics sequence may be the influential factor for persistence. This was indicated by the one statistically significant experimental outcome. Recommendations for further study included the following: 1. Determination of methods to improve instruction in community college mathematics courses. 2. Determination of improved placement techniques for students in community college mathematics courses. 3. Determination of factors which increase persistence. 4. Determination of factors which will reduce the large within-groups variance found in this study (which may be the placement techniques mentioned above).
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Date Issued
1976
PURL
http://purl.flvc.org/fcla/dt/11664
Subject Headings
Mathematics--Study and teaching (Higher), Homework
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)
study of persistence of undergraduate women majoring in engineering and math
Title
A study of persistence of undergraduate women majoring in engineering and math.
Creator
Pena-Lopez, Jessica., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math (EM) at Florida Atlantic University, University of Central Florida, and University of South Florida. The persistence factors were examined through an analysis of university data and the use of a survey for enrolled senior standing students who declared their first major in engineering or math. Both quantitative and qualitative methods...
Show moreThe purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math (EM) at Florida Atlantic University, University of Central Florida, and University of South Florida. The persistence factors were examined through an analysis of university data and the use of a survey for enrolled senior standing students who declared their first major in engineering or math. Both quantitative and qualitative methods were utilized to collect and analyze data from the three sites. Factor analysis and logistic regression were used to analyze the quantitative data. The quantitative data retrieved from the survey instrument revealed that participants who were self motivated, felt they had a safe learning environment, and were engaged by the university were more likely to persist in engineering and math. Additionally, the survey revealed that race and ethnicity does not predict persistence of undergraduate women maj oring in engineering and math. Qualitative analysis of open-ended survey questions revealed that the most important factor that helps female students persist in engineering and math major was self-confidence and determination. They also indicated that discrimination and stereotyping were the most difficult factors for female students to overcome. To enable more women to be successful in the pursuit of a engineering or math degree, participants made an overwhelming reference to intervention as student engagement., Student engagement consists of the following: outreach programs, support programs, study groups, homework sessions, women clubs, engineering or math clubs, math and sciences activities, math and science tours, engineering and math societies, educational programs focusing on engineering and math, online courses, women organizations in STEM, positive role models, female teachers, women mentors, exposure to engineering and math, and expanding the career outlooks of young women. They suggested that student engagement must start early and must be continuous throughout every level of the educational pathway and professional life. Recommendations are provided for policymakers and university administrators to continue supporting women majoring in EM and to increase awareness and access that encourage persistence of women in the pursuit of EM career goals.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3333307
Subject Headings
Women in engineering, Women in mathematics, Women, Education (Higher), Engineering, Study and teaching, Psychological aspects, Mathematics, Study and teaching, Psychological aspects
Format
Document (PDF)
Avoiding abelian squares in infinite partial words
Title
Avoiding abelian squares in infinite partial words.
Creator
Severa, William., Harriet L. Wilkes Honors College
Abstract/Description
Famous mathematician Paul Erdèos conjectured the existence of infinite sequences of symbols where no two adjacent subsequences are permutations of one another. It can easily be checked that no such sequence can be constructed using only three symbols, but as few as four symbols are sufficient. Here, we expand this concept to include sequences that may contain 'do not know'' characters, called holes. These holes make the undesired subsequences more common. We explore both finite and infinite...
Show moreFamous mathematician Paul Erdèos conjectured the existence of infinite sequences of symbols where no two adjacent subsequences are permutations of one another. It can easily be checked that no such sequence can be constructed using only three symbols, but as few as four symbols are sufficient. Here, we expand this concept to include sequences that may contain 'do not know'' characters, called holes. These holes make the undesired subsequences more common. We explore both finite and infinite sequences. For infinite sequences, we use iterating morphisms to construct the non-repetitive sequences with either a finite number of holes or infinitely many holes. We also discuss the problem of using the minimum number of different symbols.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/3335460
Subject Headings
Abelian groups, Mathematics, Study and teaching (Higher), Combinatorial analysis, Combinatorial set theory, Probabilities
Format
Document (PDF)
The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.
Title
The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.
Creator
Pomerantz, Rina, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Almost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual...
Show moreAlmost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual undergraduate college students. The present study aimed to investigate this relationship, as well as contribute additional insight on whether the academic self-efficacy of monolingual and bilingual undergraduate college students plays a role in their academic success specifically in science and math courses. Additionally, the findings of this research study were expected to provide data to inform the development of educational programs that might specifically target monolinguals or bilinguals in enhancing students’ self-efficacy. Seven instructors of foundational undergraduate science courses and math courses at a southeastern university agreed to contribute to the study by asking their students for their voluntary participation in the data collection. A total of 361 students participated in the study. Overall, 256 (70.9%) participants reported being monolingual and 105 (29.1%) reported being bilingual; 335 (92.8%) students were enrolled in science courses and 26 (7.2%) were registered in math courses; 237 (65.7%) were female students and 124 (34.3%) were male. Demographics, self-efficacy, and sociolinguistic data were collected using the Self-Efficacy Research Study Online Questionnaire. Final science and math grades were also collected from the instructors at the end of the semester for all students who volunteered to participate in the study. The findings of this research study revealed that the self-efficacy levels of undergraduate college students in science and math predict their academic achievement in these subjects. They also showed that the self-efficacy levels of bilingual participants are higher than those of their monolingual counterparts. Findings also indicated that when the relationship between final grade and self-efficacy was examined separately in each linguistic group the correlation was significant and positive for monolinguals.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004753, http://purl.flvc.org/fau/fd/FA00004753
Subject Headings
Self-efficacy., Control (Psychology), Academic achievement--Psychological aspects., Education, Bilingual., Science--Study and teaching (Higher), Mathematics--Study and teaching (Higher)
Format
Document (PDF)
A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics
Title
A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics.
Creator
Williams, Kyla L., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally...
Show morePresident Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004421, http://purl.flvc.org/fau/fd/FA00004421
Subject Headings
Achievement in education, Critical pedagogy, Educational sociology -- United States, Mathematics -- Studying and teaching (Graduate), Mathematics -- Studying and teaching (High school), Minorities -- Education -- United States, Motivation in education, Racism in higher education
Format
Document (PDF)