The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate Page: 60
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their major area of study, gender, age, number of years of
high school algebra completed, number of years of high
school mathematics completed, whether or not they had credit
for Math 111 at LSU-S, their ACT score in mathematics, as
well as other miscellaneous information.
Of the 168 students involved in the study, 53.6
percent were male, and age ranged from seventeen to
fifty-five years with 56 percent in the seventeen to
eighteen age group. The number of business majors was
larger than the number of science majors by 46 to 34
percent with 20 percent majoring in other academic areas.
ACT scores in mathematics as reported by the students
showed that 57 percent had scores between 19 and 24. A
total of 83 percent of the students indicated that they had
two years of high school algebra preparation with 58
percent indicating that they had mathematics courses all
four years in high school. Students who did not have two
years of high school algebra were advised to take Math 111
(an intermediate algebra prerequisite for the Math 121);
respondents indicated that 65 percent had not taken Math
111 at LSU-S.
A specific description of the sample regarding the
self reported demographic variables mentioned above
separated by homework class, quiz class, control class, and
test class can be seen in Table I. This table contains
information as reported by a limited portion of the total
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Johnson, Charles W. (Charles Windle). The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate, dissertation, May 1987; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc330880/m1/68/: accessed March 21, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .