Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study.
Description:
There is a need to understand the relationship between, the traditional 16-week versus an 8-week, and college-level mathematics success rates. This study applied chi-square (χ2) and analysis of variance to compare and contrast which course length of time, 8-weeks or 16-weeks, for college algebra resulted in a higher proportion of students successfully completing the course. In addition, success rates among ethnicities, gender, and age groups were also examined. The population sample for this…
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Date:
August 2008
Creator:
Reyes, Czarina S.
Partner:
UNT Libraries