High Failure of Taking Intermediate College Algebra - Research Paper Example

Introduction According to Barnham (2012), intermediate college algebra has been a big challenge to many students taking the course. Not only does the unit have a high number of failures but it has also contributed to switching to other courses by many students or even worse, dropping the math course altogether. The issue is a matter of concern because it has led to wasted resources, time and money. Barnham attributes the mass failure to incorrect placements that end up giving students courses that they had not prepared for. The high failures result in a bad reputation of the department and the professors of algebra. However, though the failures are looming, some solutions will lead to improved performance. This paper will begin with a statement of the problem that will lead to a detailed understanding of the situation. It will then review various literature to determine the reasons behind failure and the best approach that could lead to improved performance in college algebra. To improve the learning of college algebra, many institutions adopt various techniques such as the emporium and online models. One of the techniques proposed in the paper is the emporium model that has been found to work in many colleges. In collecting data to determine the clear state of the problem, the paper will employ the technique of Quantitative correlation design. Background of the problem Intermediate algebra is a vital course in higher institutions of learning because it is important in career preparations and graduation of students pursuing majors such as engineering. The American Association of Community Colleges (2011) states that in the United States, about 30% of the students entering pursuing post-secondary education require developmental skills making algebra important areas of study. The problem of high failure and drop out in algebra is not a challenge faced by a few colleges but by many. Adelma (2004) argues that algebra is the most failed course in every community college globally. She argues that more than half of freshmen that undertook college algebra left the field before graduation. One of the reasons stated that led to failure is the fear of the pre-existing attitudes that intermediate algebra is difficult. The preformed minds make it difficult for the student to understand even simple math hence high dropout and failure rates. Wilson (2012) however argues that the problem of low grades in intermediate algebra depends on college readiness to mathematics. According to the study carried out by the American Association of Community colleges (2011), 45 % of the students taking intermediate algebra either failed, scoring below a ‘C’ or dropped out before the end of the semester. The study further reveals that between the years 2003 and 2009, 48% of the student pursuing majors with algebra either changed the majors of dropped without getting a certificate. To solve the problem of algebra, most college student administrators have come up with strategies of making classes more relevant such as by linking them to other courses like a business. Some of the students that were interviewed in a study stated that they failed in algebra due to the way the instructions were given to them (Vallade, 2013). She states that one of them said that instructions were more ‘technical’ rather than practical, therefore, raising difficult in understanding. The student further added that failure was due to underdeveloped skills in college math. A solution that was suggested is that instructions should be given in a simpler language. The students also suggested that extra lessons would play a big role in improving their grades. However, Twigg (2011) states that being a low math course, students fail in intermediate algebra because of having taken a long time of learning before getting introduced to it. Statement of purpose The purpose of this paper is to find new ways of teaching college algebra. It will analyze the new techniques that are used in teaching intermediate algebra to establish an effective one. The emporium model will be analyzed as one of the new strategies of teaching the course. Finding an effective approach will contribute to fewer dropouts and minimal failures in algebra. Coming with an effective approach is vital because it will not only lead to the success of students but contribute to the overall success of education institutions. It will also contribute to a positive reputation of the math department. Research questions Are high failures in intermediate algebra linked to instructional techniques? Is there a difference in performance in students who used the emporium model in learning college algebra versus those who used the traditional methods? ` Assumptions This paper assumes that there is a direct link in high failures to the technique used for instruction. Literature review Study shows that many students fail or dropout in intermediate college algebra because of how the instructions are passed down to them. Wilson (2012) argues that many colleges still use traditional methods of passing information. The lecturing method is still used in many colleges and. He states that this method is not an effective method of teaching intermediate algebra. Wilson (2012), states that lecturing complicates the subject because it only allows students to receive solutions. Mehaffy (2012) adds that remembering how a certain math problem was solved becomes a challenge because the students were not involved in its solution. He notes that for students to understand and pass college algebra, total involvement was necessary. A study carried out by Masoud (2014) found out that only 31% who did intermediate algebra completed the course within three years. The approach did not only make the receivers of information but active users too. The technique allowed them to contribute to solution-finding. Before technology advancement, Rhonda (2004) acknowledges that many higher institutions of learning used traditional methods in teaching the math course. Benjamin (1988) supports the assertion by stating that the students failed because they did not do the math problems but were offered solutions instead. Lack of involvement led to the students spending minimal time in course work that also contributed to high failure rates because the students were not able to remember what they were taught. Benjamin (1988) states that with technology advancements, many colleges started rethinking on new ways of solving college mathematical problem. He states that students had to learn by doing the math and not by listening to instructions that they easily forgot after the lessons. Emmet (n.d) highlights that solving the problem using the emporium model has been found effective in many colleges. The emporium embraces the use of technology in teaching intermediate algebra. Interactive computer software and personalized assistance are some of the most critical elements in the model that have contributed to high grades in intermediate college algebra. According to Burns (2014), the emporium model has been highly effective because it dwells on the problem areas of the students. Students spend a lot of time doing what they don’t know rather than mastering what they already know. The model identifies the areas of weakness that are essential in overall success. Burns (2014) terms the model as effective because the students do the math rather than taking in instructions. The model also embraces personalized assistance when the students do not understand the math problems. It is from this basis that this paper strongly supports the technique in solving problems in college math. Another technique that has been adopted in many institutions is the use of online programs that help students to learn (village, 2013). It is followed by an evaluation using success rubrics. The rubrics are used to evaluate the performance of the students in algebra. Rhonda (2004) states that some colleges record high failures in the course because they ignore the failures. Even argues that some professors contribute to the failures because they do not motivate the students to work hard, that they have accepted the situation and therefore, do nothing about it. Research design and methodology To collect the required information, this study will employ quantitative correlational design. Correlational design is a method of data collection that shows the relationship between variables. This methodology is efficient for this study because the main aim of the study is to determine the relations between teaching techniques and the success or failure of intermediate college algebra. A survey methodology will be employed where data will be collected by the use of questionnaires. Secondary data will also be evaluated to further acquire information in detail. The questionnaire will be semi-structured by containing both open-ended and closed questions. This type of design has been proved to be effective because it allows the researcher to control the study and at the same time giving respondents the freedom to answer questions. Questionnaires will be used because they are easy to administer. To establish the root cause of the problem, the paper aims to involve both students and math tutors. This paper notes that the best approach not only comes from the lecturers only but also students. The students are considered important because they are the ones directly influenced by the techniques employed in teaching intermediate algebra. Data will be collected selectively from community colleges that have previously recorded higher performance in college algebra. Five community colleges will be selected with each presenting 10 respondents. A total of 50 respondents will answer the questionnaires, 25 of them consisting of lecturers from the relevant faculty and 25 of them comprising of students that have a record of high performance of intermediate college algebra. Prior consent to participate in the study will be obtained by sending letters to the sample institutions. Ethics will be observed by informing the participants about the aim of the study and any benefits or risks that the study will expose them to. Evaluation of data will involve a comparison of variables by use of tables and graphs. Conclusion In conclusion, intermediate college algebra is a critical challenge that needs the restructuring of instructional techniques for higher performance. It is evident from the literature review that some of the strategies such as the emporium model have contributed to higher grades in algebra. A careful analysis of secondary data led to the conclusion that use of participatory methods and allowing the students to do the math themselves is efficient in increasing the grades. In participatory approach has also been termed effective because it aids quick memory due to participation. By doing the algebra, the students get enabled to discover their areas of weakness and be able to work on them. References Adelman, C., (2004). The empirical curriculum: Changes in post secondary course taking. Washington: Institute of Educational Sciences American Association of Community Colleges. (2011). Fast facts. Retrieved from www.mcli.dist.maricopa.edu Barnham, C. (2012). Separating methodologies? Journal of Market research. 54(6):736-738 Benjamin, T. (1988). A history of teaching machines. American Psychologist. 43(9):703-712 Burns, C. (2014). Social research design: Framework for integrating philosophical and practical elements. Nurse Researcher.38 (2):294-307 Emmet, D. (n.d). Teaching college algebra using cooperative learning groups. Retrieved from www.home.southernct.edu Masoud, R. (2014). Preliminary assessment of the emporium model in a redesigned engineering mechanics course. Advances in Engineering Courses. 4 (1):1-19 Mehaffy, G. (2012). Challenge and change. Educause review.41 (2): 34-36 Rhonda, H. (2004). College algebra demystified. Retrieved from www.google.books.com Twigg, C. (2011). The math emporium: Higher education’s silver bullet. Change. 43 (3):25-34 Vallade, J. (2013). An evaluation of the emporium model as a tool for increasing student performance in developmental mathematics and college algebra. Thesis and Dissertation, Paper 224 Wilson, F. (2012). College algebra: A make it approaches. Retrieved from www.books.google.com Read More