A Five-Year Summary Report for a Project on Developmental Mathematics Courses

• In Event: Poster Session 1
  In Poster Session: A Five-Year Summary Report for a Project on Developmental Mathematics Courses

Abstract

Bearing in mind the competencies of the focus of higher education and critical need of successful remedial math courses for at-risk Hispanic students, it is critical to find the approaches to enhance mathematics learning. We report the outcomes from a five-year project in which we implemented a group of interventions to target low passing rates of developmental math courses. Per Bhar (2010a)’s suggestion, our research goals are not to identify effect of a single component from the intervention group, but rather to find the effect of the integrated approach. This research involved comparison studies between intervention (QEP) and control (nonQEP) groups. Further, the intervention group in Elementary Algebra courses can be split into two subgroups: non-modularized QEP vs modularized QEP.

Authors

• Olga M. Ramirez, The University of Texas - Pan American

• Xiaohui Wang, The University of Texas - Pan American