|Institution:||Oregon State University|
|Keywords:||Education; Algebra – Study and teaching (Higher) – Northwest, Pacific|
|Full text PDF:||http://hdl.handle.net/1957/58518|
In 2012, a university in the north western United States began offering a redesigned college algebra class that had a greater emphasis on active learning. Specifically, two out of four class periods were completely devoted to students working together in small groups on carefully designed worksheets. Two years later, the university began using a new mathematics placement system. Students were required to take the ALEKS placement test before enrolling in a course. ALEKS scores determined what classes a student was eligible to take. The purpose of this thesis is to examine how students in the redesign courses fared in comparison to students in the traditional courses, and to determine how ALEKS test score correlated with grade point value in college algebra. First, linear regression will be used to model the relationship between ALEKS score and grade point value. Next, the average multiple choice exam score of students in a traditional section of college algebra will be compared to the average score of students in a redesigned course, using data from one instructor during one term. Then, logistic regression will be used to model the relationship between course type and failure rates. Finally, there will be an examination of the flow of college algebra students to their next mathematics course. With this information, a recommendation will be made for the future of college algebra. Advisors/Committee Members: Beisiegel, Mary D. (advisor), Dick, Thomas P. (committee member).