Instructional Format and Differences in Remedial Mathematics Performance for Community College Students: A Multiyear Investigation

1
John Slate
John Slate
2
Edrel Z. Stoneham
Edrel Z. Stoneham
3
George W. Moore
George W. Moore
4
John R. Slate
John R. Slate
5
C. Martinez-Garcia
C. Martinez-Garcia
1 Sam Houston State University
4 Cleveland ISD, Sam Houston State University

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Differences in student success rates in remedial mathematics courses as a function of the instructional format (i.e., traditional face-to-face and computer-assisted) were investigated in this study. Data from the 2012-2013 through the 2014-2015 academic years from a single Texas community college were analyzed. For the 3 academic years examined, statistically significant differences were present in remedial mathematics performance by instructional format, with trivial to small effect sizes. Students had higher success rates in remedial mathematics courses in which a traditional lecture format was used than in computer-assisted courses. Implications and recommendations for future research were discussed.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Not applicable for this article.

John Slate. 2017. \u201cInstructional Format and Differences in Remedial Mathematics Performance for Community College Students: A Multiyear Investigation\u201d. Global Journal of Human-Social Science - C: Sociology & Culture GJHSS-C Volume 17 (GJHSS Volume 17 Issue C1): .

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GJHSS Volume 17 Issue C1
Pg. 95- 101
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-C Classification: FOR Code: 970101
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March 24, 2017

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English

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Differences in student success rates in remedial mathematics courses as a function of the instructional format (i.e., traditional face-to-face and computer-assisted) were investigated in this study. Data from the 2012-2013 through the 2014-2015 academic years from a single Texas community college were analyzed. For the 3 academic years examined, statistically significant differences were present in remedial mathematics performance by instructional format, with trivial to small effect sizes. Students had higher success rates in remedial mathematics courses in which a traditional lecture format was used than in computer-assisted courses. Implications and recommendations for future research were discussed.

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Instructional Format and Differences in Remedial Mathematics Performance for Community College Students: A Multiyear Investigation

Edrel Z. Stoneham
Edrel Z. Stoneham
George W. Moore
George W. Moore
John R. Slate
John R. Slate Cleveland ISD, Sam Houston State University
C. Martinez-Garcia
C. Martinez-Garcia

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