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The effect of post-secondary remedial math on time to graduation and graduation rates for business majors

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Identifier	Thesis 2090
Author	Klesczewski, Ruth R., 1963-
Title	The effect of post-secondary remedial math on time to graduation and graduation rates for business majors
Publisher	Central Connecticut State University
Date	2010
Resource Type	Master's Thesis
Notes	Many resources are currently devoted to math remediation at the college level (Phipps, 1998. Plucker, Wongsarnpigoon, Houser, 2006). These are additional courses that students must take that do not count toward graduation. Universities must provide faculty, support, and facilities to teach these students topics that should have been mastered in high school. There are multiple ways to measure the consequences of students entering college unprepared for college-level math. One concrete method is to look at the end product and measure the graduation rate. This study examines the rate of graduation for Business majors within six years and determines if math remediation was a contributing factor. Data was collected on 1,178 full-time, degree-seeking first time freshmen who entered a public university of approximately 12,000 students in Fall 2003. The study found that students who identified themselves as pre-major Business or Undecided (Business) major in their 5th semester had a lower rate of graduation than their peers if they took the non-credit Elementary Algebra remedial math course. Another measure of the effects of remedial math is to count the number of semesters to graduation. This is a direct measure of the cost incurred by the student. Students can either delay graduation by adding extra semesters to their undergraduate experience or they can attend summer and/or winter sessions. This study found that students who graduated with a major in Business and who took Elementary Algebra graduated approximately 1.019 semesters later than their peers.
Subject	Mathematics -- Remedial teaching Mathematics -- Study and teaching (Secondary)
Department	Department of Mathematical Sciences
Advisor	Kalder, Robin S.
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	695982876
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