The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate Page: 66
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The number of cases in the experimental groups was 168
(number of students who began the courses). The critical t
for significance at the .05 level was 1.970 for 166 degrees
of freedom. Based on the data obtained, hypothesis 1
regarding attrition rate was rejected only for the (a)
part. Both the (b) and (c) parts regarding attrition rate
were accepted. There was a significant correlation between
algebra achievement and class attrition rate in college
algebra. There was no significant correlation between
pretest attitude towards mathematics and attrition rate.
Likewise, no significant correlation existed between
arithmetic achievement and college algebra dropout rate.
PEARSON AND POINT BISERIAL (pbi) CORRELATION COEFFICIENTS
FOR PRETEST VARIABLES AND ATTRITION RATE
INCLUDING t TESTS FOR SIGNIFICANCE
1. Algebra achievement
2. Attitude towards math
3. Arithmetic achievement
4. Attrition rate (pbi)
* p < .05 ~~~
.312* .482* -.309*
. . .212* -.101
•• .. -.130
N = 168
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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. (digital.library.unt.edu/ark:/67531/metadc330880/m1/74/: accessed February 23, 2019), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .