College Algebra Across Texas—Survey Results

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# College Algebra Across Texas—Survey Results - PowerPoint PPT Presentation

College Algebra Across Texas—Survey Results. G. Donald Allen – Texas A&M University Linda Reichwein Zientek – Blinn College Mel Griffin – Texas A&M University Gloria White – Charles A. Dana Center Paula A. Wilhite – Northeast Texas Community College. Sample. 33 Community Colleges

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## College Algebra Across Texas—Survey Results

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### College Algebra Across Texas—Survey Results

G. Donald Allen – Texas A&M University

Linda Reichwein Zientek – Blinn College

Mel Griffin – Texas A&M University

Gloria White – Charles A. Dana Center

Paula A. Wilhite – Northeast Texas Community College

Sample
• 33 Community Colleges
• 13 Universities
• 72% Retention Rate
• 69 % Completer Rate
College Algebra (M1314)
• Why Math 1314?
• Who Enrolls in Math 1314?
• Topics Covered?

Topics Indicated by Department Chairs as Important for

Incoming College Algebra Students

___________________________________________________________________________________

Percent by University Percent by Community College

_________________________________ _________________________________

Most Somewhat Marginal or Most Somewhat Marginal or

Topics Important Important No Importance Important Important No Importance

__________________________________________________________________________________

Algebraic

Manipulation 100 0 0 100 0 0

Problem

Solving 67 25 8 84 16 0

Fractions 83 17 0 82 16 0

Logarithmic/

Exponential 18 55 27 16 68 16

Trigonometry 0 36 64 3 13 84

Regression

Modeling 9 9 82 3 20 77

Graphing

Calculator 18 55 27 6 47 47

Group Work 9 27 64 0 48 52

_____________________________________________________________________________

Correlations Between Prerequisite Scores

__________________________________________________

Tests SAT THEA Compass Accuplacer

_______________________________________

ACT .373 .506* .459.821**

SAT .470* .680** .206

THEA .846**.520*

Compass .453

________________________________________

Note. * indicates statistically significant at the .05 level. Effect sizes greater than .4 are italicized and considered noteworthy.

Conclusion
• College Algebra students were typically not entering STEM fields.
• University and community colleges were consistent in their beliefs about what topics students should know and algebraic manipulation and fractions topped their list.
• University and community college teachers predominant instructional method was traditional lecture but graphing calculators were being incorporated in the lectures with variations existing between schools.
• Professors in higher education typically assessed students in traditional methods of exams and quizzes.
• Courses alone were not used to predict students’ college readiness.
Conclusion
• Community college and university mathematics departments paralleled each other on
• instructional modality
• use of technology
• assessment methods
• Neither community colleges nor universities has moved far from the traditional classroom.
• The transition from community college to university is rather seamless in regards to teaching environment but that high school students emerging from non-traditional classrooms will need to adjust to the traditional class settings typical at most institutions of higher education.
Contact Information
• Linda Zientek, lrzientek@yahoo.com
• Mel Griffin, melgriffin@tamu.edu
• Don Allen, dallen@math.tamu.edu
• Paula Wilhite, pwilhite@ntcc.edu