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Co-Pi’s Leonid Khazanov Michael George Annette Gourgey Chris McCarthy

Developmental Algebra Project Borough Of Manhattan Community College. The Effects of Study Skills Training and Peer Coaching of ‘At-Risk Students’ on Retention and Passing Rates in a Remedial Mathematics Course. Co-Pi’s Leonid Khazanov Michael George Annette Gourgey Chris McCarthy.

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Co-Pi’s Leonid Khazanov Michael George Annette Gourgey Chris McCarthy

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  1. Developmental Algebra Project Borough Of Manhattan Community College The Effects of Study Skills Training and Peer Coaching of ‘At-Risk Students’ on Retention and Passing Rates in a Remedial Mathematics Course Co-Pi’s Leonid Khazanov Michael George Annette Gourgey Chris McCarthy

  2. Developmental Algebra ProjectGoals and Treatment Main Goals 1. Reduce attrition rate 2. Improve course pass rate

  3. Developmental Algebra ProjectGoals and Treatment Main Goals 1. Reduce attrition rate 2. Improve course pass rate • Treatment • Incorporate Study Skills • 2. Identify at-risk-students and assign them peer coaches

  4. Developmental Algebra ProjectGoals and Treatment Q. Why teach study skills? A.

  5. Developmental Algebra ProjectGoals and Treatment Q. Why teach study skills? A. Research shows that a large proportion of developmental students have poor study skills and high levels of math anxiety.

  6. Developmental Algebra ProjectGoals and Treatment Q. Why target at-risk students? A.

  7. Developmental Algebra ProjectGoals and Treatment Q. Why target at-risk students? A. At-risk students have the highest failure and drop out rates. Successful treatment of at-risk students could have the greatest impacts on overall pass and retention rates.

  8. Developmental Algebra ProjectGoals and Treatment How were at-risk students identified? We developed an instrument to identify at risk students that had three components: Diagnostic Test, Survey, and Classroom Observation.

  9. Developmental Algebra ProjectGoals and Treatment Q. Why assign coaches to at-risk students? A. At-risk students often do not take advantage of available support services and need individualized assistance.

  10. Developmental Algebra ProjectExperimental Design Five instructors were randomly selected from a list of BMCC math faculty who were scheduled to teach two sections of Elementary Algebra (Mat 051). One section from each instructor was randomly designated as control and the other treatment.

  11. What was the treatment?1) Study Skills Training • Instructors incorporated a series of short lessons developed by a study skills expert: effective note taking, managing time, overcoming math anxiety, etc.

  12. What was the treatment?2) Peer Coaching The peer coaches met with each of their students once or twice a week to: • Discuss progress • Review homework • Prepare for tests • Explain the material from previous classes if necessary • Discuss counter productive behaviors such as absences and lateness (and how to avoid them in the future) • Help student to improve math study habits and skills

  13. Developmental Algebra Project Outcomes: Treatment vs Control

  14. Retention Results Control Group Treatment Group Statistical Analysis: RESULTS ARE SIGNIFIGANT EVIDENCE THAT THE TREATMENT INCREASES RETENTION RATES p-value = 0.01299 (2x2x5 Exact Test, Combinatorial)

  15. Aggregated Retention Results Control Group Treatment Group Statistical Analysis: RESULTS ARE SIGNIFIGANT EVIDENCE THAT THE TREATMENT INCREASES RETENTION RATES p-value = 0.01212 (2-sample test for equality of proportions with continuity correction, Chi)

  16. Passing Rate Results Control Group Treatment Group Statistical Analysis: RESULTS DO NOT PROVIDE SIGNIFIGANT EVIDENCE THAT THE TREATMENT INCREASES PASS RATES p-value = 0.3013 (2x2x5 Exact Test, Combinatorial)

  17. Aggregated Passing Rate Results Control Group Treatment Group Statistical Analysis: TREATMENT GROUP HAD A HIGHER PASSING RATE, BUT THE RESULTS DO NOT PROVIDE SIGNIFIGANT EVIDENCE THAT THE TREATMENT INCREASES PASS RATES. p-value = 0.3160 (2-sample test for equality of proportions with continuity correction, Chi)

  18. What is next? • To do more in depth analysis of data • Interview participants: coaches, instructors, and students to gain further insights into what worked and didn’t work and why?

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