Exploring the developmental mathematics programs at colleges in Hawaii
Date
2014-05
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii at Manoa
Volume
Number/Issue
Starting Page
Ending Page
Alternative Title
Abstract
Developmental mathematics is a critical area of focus for Hawaii colleges. One in every three students places in remedial and developmental programs, and about one of every two students fail to successfully complete a developmental mathematics course. This high failure rate in developmental mathematics is a barrier to college completion. Colleges across the nation are starting to recognize the need to increase the student success rate in developmental mathematics and are experimenting with their programs with the aim of increasing student success. Each college in Hawaii has autonomy to select or design its own developmental mathematics programs. Failure to master basic mathematics is a national concern in the United States because it can significantly limit college and career success. The purpose of this mixed-methods multiple case study was to explore and analyze the first level developmental mathematics programs (2 levels below college level mathematics) in Hawaii's seven public colleges. Using linear and ordinal regression analyses, the study examined different semesters' success rates, placement exam scores (pre-test), and final grades. Multiple in-depth interviews with faculty and administrators from each college were conducted to obtain perspectives on the characteristics of their mathematics programs and to determine factors that may impact student success rates in developmental mathematics. The study sought to provide insight for future redesign of developmental mathematics programs. The conceptual frameworks applied in the study were andragogy theory, constructive-development theory, transformative learning theory, Tinto's principle of effective retention, Bean's model of retention, Astin's I-E-O model (input-environment-output), and the theory of student involvement.
Description
Keywords
Developmental mathematics, Mathematics--Remedial teaching, Mathematics--Study and teaching (Higher)
Citation
Extent
Format
Geographic Location
Hawaii
Time Period
Related To
Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Education.
Related To (URI)
Table of Contents
Rights
All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.