Student Math Completion: The Comparative Effectiveness of Prerequisite and Co-Requisite Developmental Mathematics Models

• In Event: Moscone Center North Roundtable Session 1
  In Roundtable Session: Research on the Teaching and Learning of Undergraduate Mathematics

Abstract

Students who are required to take developmental education courses risk postponing their graduation as well as incurring additional expenses because federal financial aid is limited to 140 credits per student for an undergraduate degree. The purpose of this quasi-experimental, ex post facto quantitative study was to examine the effectiveness of two developmental mathematics models used in higher education institutions. Comparative research questions were posed about differences in course retention and completion among graduates at a Hispanic-serving institution. The difference in the proportion of students who completed the corequisite developmental mathematics model was significant for both retention and completion in comparison to those who enrolled in the prerequisite developmental mathematics model.

Authors

• Margaret Mary Hennessey, Texas A&M University - Kingsville

• Lori Kupczynski, University of St. Augustine for Health Sciences

• Kelly S. Hall, Texas A&M University - Kingsville

• Larry D. Peel, Texas A&M University - Kingsville