Date of Award

Spring 8-1-2004

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Todd Whitaker

Second Advisor

Joshua Powers

Third Advisor

Rebecca Nickoli

Abstract

The purpose of the study was to analyze longitudinal student data collected from the mathematics component of a general education outcomes assessment program from spring semester 1999 through spring semester 2003. The study determined whether or not newly declared Business Administration and Accounting program majors' mathematics placement scores in Numerical Skills and Elementary Algebra on a standardized pre-college assessment instrument predicted their mathematics outcomes assessment examination score on an intermediate algebra course outcomes assessment examination. The study also investigated whether the students' mathematics pre-college assessment scores predicted their mathematics outcomes assessment examination score in the Business Administration and Accounting programs' capstone course. Furthermore, the study investigated whether a student's intermediate algebra outcomes assessment examination score predicted the student's score on the capstone course outcomes assessment examination. Lastly, the study determined whether the students' mathematics outcomes assessment examination scores after completion of recommended remedial courses were equivalent to students' mathematics outcomes assessment examination scores with no recommended remediation at the intermediate algebra and capstone mathematics outcomes assessment levels. Statistical data analysis included descriptive statistics, multiple linear regression, linear regression, and one-way analysis of variance (ANOVA). The results lV showed that entering student placement scores on a standardized instrument were able to predict the students' scores on an intermediate algebra outcomes assessment examination; however, the placement scores did not predict the students' scores on the capstone course mathematics outcomes assessment examination. The intermediate algebra outcomes assessment examination scores did predict the capstone course mathematics outcomes assessment examination scores. For the most part, after remediation in mathematics and/or a basic algebra course, the students achieved averages on the intermediate algebra and capstone outcomes assessment examinations that were no different than students who did not need mathematics or algebra remediation.

Download

Share

COinS