Instruction Type and Student Major as they Relate to Student Success in College Level Developmental Mathematics Classes

The low success rate of developmental (or remedial) mathematics courses is a hot topic at the higher education level. In this research, student success is considered in terms of final grade, D/F percentage, and withdrawal percentage. The author is interested in looking at student success at a Midwestern university as it relates to instructional delivery type (online vs traditional) and student major (arts and humanities, STEM, and undeclared). It was found that final grade and D/F percentage were statistically significant while withdrawal percentage was not when the data were analyzed with a two-way analysis of variance.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction (UMKC)

Grantor dc:publisher

University of Missouri -- Kansas City

Year dc:date.issued

2018

Author dc:creator

• Coltharp, Jean

Advisor dc:contributor.advisor

• Barger, Rita

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/10355/67029

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/67029