A Comparison of Developmental Mathematics Sequences at a North Carolina Community College Using a Markov Chain Model

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Peeler, M. (2016). A Comparison of Developmental Mathematics Sequences at a North Carolina Community College Using a Markov Chain Model. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This study compares students at a North Carolina community college taking a course-based developmental mathematics sequence to students taking a new, module-based emporium method developmental mathematics sequence using a Markov chain model to compare their effectiveness in progressing students toward completion of their first college-level mathematics course. Preliminary analysis to determine if the data satisfied the Markov property found that students completing previous developmental coursework had comparable pass rates, however, students attempting a course for the second or subsequent time had lower pass rates than students attempting the course for the first time. These lower rates persisted through subsequent courses even after the original course was passed. The Markov chain model was modified to account for these pass rate changes. Students under the new sequence has slightly lower, but comparable, first college-level mathematics course completion rates than those under the old sequence, however, individual course progression rates were higher under the new sequence, suggesting that other factors, such as choice of college-level mathematics course, may be affecting these results. Female and African-American students were more likely to be placed lower under both sequences, and African-American students had lower progression rates under both sequences. Students placed directly into college-level mathematics based on high school GPA and high school courses taken, instead of placement test results, were found to have slightly lower, but comparable, pass rates to traditionally placed students in college-level mathematics courses, except for those courses requiring the most rigorous mathematics prerequisites.

Details
Author

Peeler, Matthew

Title

A Comparison of Developmental Mathematics Sequences at a North Carolina Community College Using a Markov Chain Model

Physical Description

1 online resource (215 pages) : PDF

Date

2016

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This study compares students at a North Carolina community college taking a course-based developmental mathematics sequence to students taking a new, module-based emporium method developmental mathematics sequence using a Markov chain model to compare their effectiveness in progressing students toward completion of their first college-level mathematics course. Preliminary analysis to determine if the data satisfied the Markov property found that students completing previous developmental coursework had comparable pass rates, however, students attempting a course for the second or subsequent time had lower pass rates than students attempting the course for the first time. These lower rates persisted through subsequent courses even after the original course was passed. The Markov chain model was modified to account for these pass rate changes. Students under the new sequence has slightly lower, but comparable, first college-level mathematics course completion rates than those under the old sequence, however, individual course progression rates were higher under the new sequence, suggesting that other factors, such as choice of college-level mathematics course, may be affecting these results. Female and African-American students were more likely to be placed lower under both sequences, and African-American students had lower progression rates under both sequences. Students placed directly into college-level mathematics based on high school GPA and high school courses taken, instead of placement test results, were found to have slightly lower, but comparable, pass rates to traditionally placed students in college-level mathematics courses, except for those courses requiring the most rigorous mathematics prerequisites.

Genre

doctoral dissertations

Subjects--Topics

Mathematics--Study and teaching
Community colleges--Study and teaching
Educational evaluation

Degree

D.Ed.

Keywords

Community Colleges
Developmental Mathematics
Markov Chains
Student Progression

Subject Area

Educational Leadership

Advisor(s)

Lambert, Richard

Committee Members

D'Amico, Mark
Wang, Chuang
Cifarelli, Vic

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2016.

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Identifier

Peeler_uncc_0694D_11240

Permalink

http://hdl.handle.net/20.500.13093/etd:591