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WvEB Mathematics: A successful web enhanced project offering college level courses to high school students. Dr. Laura J. Pyzdrowski WvEB Project Director and WvEB Algebra Coordinator Dr. Mike Mays, WvEB Trigonometry Coordinator and NSF CCLI Principal Investigator: CCLI project number 0339117.

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WvEB Mathematics: A successful web enhanced project offering college level courses to high school students.

Dr. Laura J. Pyzdrowski

WvEB Project Director and WvEB Algebra Coordinator

Dr. Mike Mays, WvEB Trigonometry Coordinator and NSF CCLI Principal Investigator: CCLI project number 0339117.

Dr. Anthony S. Pyzdrowski, WvEB Technology Consultant

www.wvebmath.ws

what is wveb math
What is WvEB Math?
  • How was the project developed?
steering committee
Steering Committee
  • V. J. Benokraitis Deborah Brown
  • Connie Dale Bruce Ebanks
  • Bruce Flack Elizabeth Dale
  • James Denvir Murrel Hoover
  • Carl Johnson David Kennedy
  • Larry Lamb James Miller
  • Diana Munza Mary Poling
  • Laura Pyzdrowski Gary Seldomridge
  • Deborah Seldomridge Judy Silver
  • Sue Steinbeck Joe Urbanski
  • Donna Watson
wveb course
WvEB Course
  • A college-level mathematics course for high school students
  • The structure of the course allows for concurrent enrollment.
what is wveb math5
What is WvEB Math?
  • What are the project objectives?
goals
GOALS
  • To help students remain in a mathematics pathway while in high school, and allow for a smooth transition into entry level college mathematics
  • Increase WV College Going Rates
  • Increase WV Math ACT Scores
high school students
High School Students
  • Experience the Pace of a University Course
  • Gain Confidence in Mathematical Ability
    • Entice students into STEM fields
  • Avoid Senior Mathematics Void
what is wveb math8
What is WvEB Math?
  • How does a course work?
design
Design
  • WvEB Algebra and Trigonometry target the “middle track” student.
  • WvEB Algebra is now aligned with Algebra III in West Virginia
design10
Design
  • Higher Education Instructor of Record
  • High School Teacher Facilitator
  • Use of Content Standards and Objectives
    • Algebra III credit
  • Students are counseled as to course appropriateness.
design11
Design
  • Students use a graphing utility/graphing calculator.
  • Students work in groups when appropriate.
  • Students will be exposed to problem solving in context.
  • Students make connections among tables of numbers, algebraic analysis, and graphs.
wveb mathematics course components
WvEB Mathematics Course Components
  • Reading Assignments (Text Component)
  • Lectures (CD Component or video streaming)
  • Laboratories (School Lab/CD/Web Component)
  • Homework (Text Component)
  • Homework Quizzes (Web Component)
  • Tests (Given at High School Site and Proctored)
  • Facilitator Input
  • Instructor/Facilitator/Student Communication (Web Component)
facilitator
Facilitator
  • The facilitator for the project must be a certified high school mathematics teacher,
  • is the instructor of record for the high school credit portion of the course,
  • and must attend professional development sessions to become familiar with the technological components of the course as well as the course material and requirements.
wveb perks
WvEB “Perks”
  • “Salary” of $80/student for up to 10 students. For 10 students or more the “salary” is $1000
  • To teacher if offered outside of school day
  • To county if offered during school day
  • No Minimum number of students required
structure
Structure

The structure at each site will vary.

Students meet during scheduled times to discuss and do mathematics and take tests. ( Contact hours of at least 3 hours per week for 15 weeks)

There is supervised group work for the interactive computer laboratories.

placement
Placement
  • Hosting Higher Education Institutions use individual placement requirements.
  • Use Math ACT research version for formative assessment.
wveb eligibility
WvEB Eligibility
  • An overall GPA of 3.0
  • An earned “C” or better in Algebra 1, Algebra 2, and Geometry
    • in addition, WvEB Trig requires a “C” or better in WvEB Algebra
  • High School permission for the student to take the course
    • Some High Schools have additional requirements.
  • Meet other institutional entry requirements
software hardware requirements
Software/Hardware Requirements:
  • Windows 98, Me, 2000 or XP system
  • Internet Explorer and Media Player
  • A sound card and CD-ROM drive
what is wveb math19
What is WvEB Math?
  • How long have the courses been offered?
what is wveb math21
What is WvEB Math?
  • Has the project been successful?
wveb algebra wvu morgantown sites
WvEB AlgebraWVU-Morgantown Sites

Bridgeport Brooke

Calhoun Clay-Battelle

East Fairmont Elkins

Grafton Fairmont

Hedgesville John Marshall

Liberty Lincoln

Moorefield Morgantown

North Marion Preston

Ripley Robert C. Byrd

Roane County South Harrison

Tygarts Valley University

Trinity

wveb algebra other sites
WvEB AlgebraOther Sites
  • Concord: Cecilia Fizer
    • Pike View High School
    • Interest from Princeton and Bluefield High School
wveb trigonometry wvu morgantown sites
WvEB TrigonometryWVU-Morgantown Sites
  • Clay-Battelle High School
  • Elkins High School
  • Fairmont Senior High School
  • Liberty High School
  • Morgantown High School
  • North Marion High School
  • Robert C. Byrd
  • Roane County High School
  • Trinity High School
  • Tygart’s Valley High School
  • University High School
  • Preston County High School
wveb algebra initial results
WvEB AlgebraInitial Results
  • 29 Student Participants in Fall 2000
scores on accuplacer
Scores on Accuplacer
  • Scores of 40 or less : < 20th percentile
  • Scores of 41 to 62: 20th - 50th percentile
  • Scores of 63 to 85: 50th - 80th percentile
  • Scores of 86 to 102: 80th - 90th percentile
  • Scores of 103 to 120: 90th - 100th percentile
wveb algebra 2003 2004 results
WvEB Algebra2003-2004 Results
  • 318 Student Participants
  • 8 percent D/F/W rate
wveb trigonometry spring 2004 results
WvEB TrigonometrySpring 2004 Results
  • 161 Student Participants
  • 4 percent D/F/W rate
scores on accuplacer32
Scores on Accuplacer
  • Scores of 40 or less : < 20th percentile
  • Scores of 41 to 62: 20th - 50th percentile
  • Scores of 63 to 85: 50th - 80th percentile
  • Scores of 86 to 102: 80th - 90th percentile
  • Scores of 103 to 120: 90th - 100th percentile
data analysis
Data Analysis

The following table shows the mean, standard deviation, F-values, and significance levels for all ACT administrations for all students enrolled in both WvEB Algebraand WvEB Trigonometry for School Years (SY) 2004-2005, 2005-2006, and 2008-2009.

data analysis35
Data Analysis

Results from pairwise comparisons indicated that the performance on the Post-Algebra administration (M = 22.18, SD = 3.65) exceeded performance on both the Pre-Algebra (M = 20.91, SD = 3.33) and Post-Trigonometry (M = 21.22, SD = 4.55) administrations, but there was no significant difference between the Pre-Algebra and Post-Trigonometry administrations.

A repeated-measures ANOVA indicated that there was a significant difference between the tests for SY 2004-2005, F (2, 188) = 5.147, p = .007.

data analysis36
Data Analysis

For SY 2005-2006, there was also a significant difference between the tests, F (2, 228) = 24.282, p < .001. Pairwise comparisons revealed that performance on the Post-Algebra administration (M = 22.22, SD = 3.95) significantly exceeded Pre-Algebra test performance (M = 20.65, SD = 3.82). Post-Trigonometry performances (M = 23.37, SD = 4.79) also exceeded Post-Algebra performances.

data analysis37
Data Analysis

Data from SY 2008-2009 show similar significant results, F(2, 348) = 78.087, p < 0.0001. Pairwise analyses indicate that performance on the Post-Algebra administration (M = 23.13, SD = 4.79) exceeded Pre-Algebra ACT performance (M = 20.55, SD = 4.40), and Post-Trigonometry performance (M = 24.13, SD = 4.98) exceeded Post-Algebra performance.

data analysis38
Data Analysis

All pairwise comparisons were significant at the p < 0.01 level except for the SY 2004-2005 Post-Algebra/Post-Trigonometry comparison, which was significant at p < 0.025. These data suggest that the WvEB students make steady improvement in math achievement after each course, as determined by their performances on the ACT.

matched pair study in fall 2004
Matched Pair Study in Fall 2004
  • 60 students enrolled in the WvEB College Algebra course from one local high school were matched with students enrolled in on-campus College Algebra.
matched pair study in fall 200440
Matched Pair Study in Fall 2004
  • The goal of the matched pairs was to get a homogenous sample of the on-campus students for comparison against the WvEB students.
  • Matched according to gender
    • papers drawn from a hat and coin tosses
    • done by research assistant
matched pair on campus
Matched Pair – On Campus
  • Completed Algebra I, Algebra II, and Geometry in high school with a “C” or better
  • At least a 3.0 high school grade point average
  • On-campus students were first semester freshman who had just graduated from high school
data analysis42
Data Analysis

The following table provides the means and standard deviations for the ACT scaled pre- and posttest scores for both groups in the matched pair study. A mixed-measures analysis of variance (ANOVA) was conducted to evaluate the scaled ACT scores, using a between-subjects factor of Section (WvEB, Campus) and a within-subjects factor of ACT (Pretest, Posttest). There was no significant interaction between the two factors, nor was there a significant main effect of Section. There was a significant main effect of ACT, however, F(1, 107) = 20.695, p < .001, with students gaining nearly a 1.5 scale point on the posttest (M = 21.91, SD = 3.30) compared to the pretest (M = 20.50, SD=4.17).

data analysis fall 2004
Data AnalysisFall 2004

Means and standard deviations of scaled ACT scores for On-campus and WvEB students enrolled in College Algebra (Fall 2004).

wveb 04 05 study
WvEB 04-05 Study

From the Fall 2004 WvEB Algebra and Spring 2005 WvEB Trig pathway, 27 students entered the 4 credit Calculus Course at WVU in Fall 2005.

The success rate of WvEB students ( C or better) was 55.6% as compared to the total on campus success rate of 52.3%

wveb 04 05 study46
WvEB 04-05 Study
  • Preliminary Findings from questionnaire given to high school students

High School Questionnaire

formative assessment
Formative Assessment

Of the course components listed, circle all that helped in your understanding of the course material.

CD Lectures Homework Assignments Laboratories

Computer Quizzes Reading Assignments

Of the course components listed, circle the one that was most helpful in your understanding of the course material.

CD Lectures Homework Assignments Laboratories

Computer Quizzes Reading Assignments

wveb 04 05 study50

All that helped

Helped the most

N = 130

Total

Percent

Total

Percent

CD Lectures

13

10

6

4.6

HW - Book

90

69.2

26

20

Labs

86

66.1

15

11.5

Online Quiz

112

86.1

78

60

Reading

5

3.8

5

3.8

WvEB 04-05 Study
what are the next steps for the wveb project
What are the next steps for the WvEB Project?
  • Recruit more Higher Education Institutions to offer the course
  • Recruit more high schools to participate
have questions get answers
Have Questions ? Get Answers!
  • www.wvebmath.ws
  • For more information, email:
    • lpyzdrow@math.wvu.edu
    • mays@math.wvu.edu
    • anthony@pyzdrowski.ws