OPTIMAL DELIVERY OF REMEDIAL MATHEMATICS PROGRAMS IN U.S. HIGHER EDUCATION

Lisa Renee Loden

Data is provided by the student.

Abstract

Remedial mathematics has been considered the roadblock to obtaining a college degree by students and educators for years. The purpose of this research is to determine the optimal time and delivery method of the three presented (fully module, module with a traditional lecture component, and fully on-line) for teaching remedial mathematics. This is accomplished by comparing pass rates. First, pass rates are compared to determine if there is a statistically significant difference between pass rates in the two models for teaching remedial mathematics (pre-requisite and co-requisite). Next, pass rates are compared to determine if there is a statistically significant difference between pass rates in the two models for teaching remedial mathematics for students who score below 14 on the mathematics portion of the ACT. Last, pass rates are compared to determine if there is a statistically significant difference between pass rates in the three delivery methods presented. Samples of students from a large community college located in the Mid-South were used in the study. Hypothesis tests were conducted. A test of proportions was used to test the hypothesis regarding the best time to teach remedial mathematics. A chi-square test of independence was used to test the hypothesis regarding the better delivery method for teaching remedial mathematics. The results of this research indicate that the co-requisite model leads to higher pass rates for students in their remedial mathematics course overall as well as for students who score below 14 on the mathematics portion of the ACT. The results of this research indicate that there is no significant difference in pass rates of students in the delivery methods presented. Based on these findings, the co-requisite model for teaching remedial mathematics is the better model. Future research is needed in the area of the better delivery method.