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2013•Unpublished venueRequires access

Readiness, Behavior, and Foundational Mathematics Course Success

Kevin Li, Richard E. Zelenka, Larry Buonaguidi, Robert A. Beckman, Alex Casillas, Jill D. Crouse, Jeff Allen, Mary Ann Hanson, Tara Acton, Steve B. Robbins

Open publisher page 12 citations

Abstract

ABSTRACT: This study examines the effects of math readiness and student course behavior (e.g., attendance, participation, homework comple-tion) on knowledge gain and course success using two samples of students enrolled in foundational skills (noncredit-bearing) mathematics courses. As hypothesized, entering student mathematics readiness and course behavior predicted posttest mathematics knowledge. Posttest knowledge and course behaviorpredicted course success (i.e.,pass-ingthe course). Results highlight the importance of mathematics readiness and student behavior for understanding mathematics knowledge gains and course success. Implications for institutional policy and practice using effective diagnostic testing and behavioral monitoring are discussed. Few studies have looked at the impact of specific and observable course behaviors [on academic performance].

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ABSTRACT: This study examines the effects of math readiness and student course behavior (e.g., attendance, participation, homework comple-tion) on knowledge gain and course success using two samples of students enrolled in foundational skills (noncredit-bearing) mathematics courses. As hypothesized, entering student mathematics readiness and course behavior predicted posttest mathematics knowledge. Posttest knowledge and course behaviorpredicted course success (i.e.,pass-ingthe course). Results highlight the importance of mathematics readiness and student behavior for understanding mathematics knowledge gains and course success. Implications for institutional policy and practice using effective diagnostic testing and behavioral monitoring are discussed. Few studies have looked at the impact of specific and observable course behaviors [on academic performance].

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Available abstract

ABSTRACT: This study examines the effects of math readiness and student course behavior (e.g., attendance, participation, homework comple-tion) on knowledge gain and course success using two samples of students enrolled in foundational skills (noncredit-bearing) mathematics courses. As hypothesized, entering student mathematics readiness and course behavior predicted posttest mathematics knowledge. Posttest knowledge and course behaviorpredicted course success (i.e.,pass-ingthe course). Results highlight the importance of mathematics readiness and student behavior for understanding mathematics knowledge gains and course success. Implications for institutional policy and practice using effective diagnostic testing and behavioral monitoring are discussed. Few studies have looked at the impact of specific and observable course behaviors [on academic performance].

Key concepts: Coursework, Certificate, Credential, Mathematics education, Graduation (instrument), Community college, Psychology, Dual enrollment

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