college algebra across texas— survey results g. donald allen – texas a&m university linda...
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College Algebra Across College Algebra Across Texas—Survey ResultsTexas—Survey Results
G. Donald Allen – Texas A&M UniversityG. Donald Allen – Texas A&M UniversityLinda Reichwein Zientek – Blinn CollegeLinda Reichwein Zientek – Blinn College
Mel Griffin – Texas A&M UniversityMel Griffin – Texas A&M UniversityGloria White – Charles A. Dana CenterGloria White – Charles A. Dana Center
Paula A. Wilhite – Northeast Texas Paula A. Wilhite – Northeast Texas Community CollegeCommunity College
SampleSample
33 Community Colleges33 Community Colleges 13 Universities13 Universities 72% Retention Rate72% Retention Rate 69 % Completer Rate 69 % Completer Rate
College Algebra (M1314)College Algebra (M1314)
Why Math 1314?Why Math 1314? Who Enrolls in Math 1314?Who Enrolls in Math 1314? Topics Covered?Topics Covered?
Topics Indicated by Department Chairs as Important for Incoming College Algebra Students ___________________________________________________________________________________ Percent by University Percent by Community College _________________________________ _________________________________ Most Somewhat Marginal or Most Somewhat Marginal orTopics Important Important No Importance Important Important No Importance __________________________________________________________________________________AlgebraicManipulation 100 0 0 100 0 0
ProblemSolving 67 25 8 84 16 0
Fractions 83 17 0 82 16 0
Logarithmic/Exponential 18 55 27 16 68 16
Trigonometry 0 36 64 3 13 84
RegressionModeling 9 9 82 3 20 77
GraphingCalculator 18 55 27 6 47 47
Group Work 9 27 64 0 48 52
_____________________________________________________________________________
Correlations Between Prerequisite Scores and Departmental Grade Distributions__________________________________________________
Tests SAT THEA Compass Accuplacer_______________________________________ACT .373 .506* .459 .821** SAT .470* .680** .206THEA .846** .520*Compass .453________________________________________Note. * indicates statistically significant at the .05 level. Effect sizes greater than .4 are italicized and considered noteworthy.
ConclusionConclusion College Algebra students were typically not College Algebra students were typically not
entering STEM fields.entering STEM fields. University and community colleges were University and community colleges were
consistent in their beliefs about what topics consistent in their beliefs about what topics students should know and algebraic students should know and algebraic manipulation and fractions topped their list.manipulation and fractions topped their list.
University and community college teachers University and community college teachers predominant instructional method was predominant instructional method was traditional lecture but graphing calculators traditional lecture but graphing calculators were being incorporated in the lectures with were being incorporated in the lectures with variations existing between schools.variations existing between schools.
Professors in higher education typically Professors in higher education typically assessed students in traditional methods of assessed students in traditional methods of exams and quizzes.exams and quizzes.
Courses alone were not used to predict Courses alone were not used to predict students’ college readiness. students’ college readiness.
ConclusionConclusion Community college and university mathematics Community college and university mathematics
departments paralleled each other on departments paralleled each other on instructional modalityinstructional modality use of technology use of technology assessment methodsassessment methods
Neither community colleges nor universities Neither community colleges nor universities has moved far from the traditional classroom.has moved far from the traditional classroom.
The transition from community college to The transition from community college to university is rather seamless in regards to university is rather seamless in regards to teaching environment but that high school teaching environment but that high school students emerging from non-traditional students emerging from non-traditional classrooms will need to adjust to the traditional classrooms will need to adjust to the traditional class settings typical at most institutions of class settings typical at most institutions of higher education. higher education.
Contact InformationContact Information
Linda Zientek, Linda Zientek, [email protected]@yahoo.com Mel Griffin, Mel Griffin, [email protected]@tamu.edu Don Allen, Don Allen, [email protected]@math.tamu.edu Paula Wilhite, [email protected] Wilhite, [email protected]