High Failure and Dropout Rate in Intermediate and College Algebra - Research Proposal Example

High Failure and Dropout Rate in Intermediate and College Algebra al affiliation High Failure and Dropout Rate in Intermediate and College Algebra Introduction An essential component of the child-centered, systematic teaching paradigm is content. The discipline of mathematics continues to present various challenges to dissimilar learners. In typical cases, mathematics is termed as the gatekeeper to success or failure for high school graduation and success in subsequent careers. It is vital that the discipline becomes a pump instead of the filter in the pipeline of any influences an individual’s ability to make critical educational, life and career decisions. A shortfall of sufficient mathematical skills and comprehension negatively Algebra continues to be the single-most failed unit in most community colleges, making it less a gateway than an impossible barrier. The purpose of this evaluation plan is to enhance student learning in intermediate and college algebra to prepare them for continued success in request courses. The plan intends to help students succeed and change from the lecture method to emporium model and other proven successful methods. The program involves schools and students in Community Colleges in Wyoming. Through the survey conducted, the report established that developmental students, especially those undertaking their intermediate and college algebra had retention problems relative to others Expanding the success in the mentioned mathematics units to the students in a five-year periods shows that only 68 percent of the students registering for the developmental algebra courses manage to complete their courses (Blow, 2007). In addressing the challenges of developmental mathematics acting as an obstacle for students entering college, the report seeks to implement a mathematics emporium program to mitigate the said challenges. In the program that will be computer based, the tutors will be presented via computers while instructors will the resource persons. The program will be modular in nature, implying that the algebra course materials will be broken down into smaller bits allowing assessment that is more frequent. The proposed program intends to be competency-based and will require students to obtain a minimum score on assessments before advancing to the nest level. The students are supposed to attend an algebra class per week, such that attendance in the algebra classroom and laboratory being compulsory. The proposed program borrows from the best practice of Alabama’s Northwest-Schools community college and the National Center for Academic Transformation. The purpose of the evaluation proposal is to enhance student learning in intermediate and college algebra through innovative techniques of instructions. As such, the program will help students succeed and change from the lecture method to emporium model and other proven successful methods. The goal of the program has a measurable objective and student learning outcome that the paper proposes to assess using data that will compare results to the typical face-face approach. Literature review Typically, the competency of mathematics coupled with writing and reading continues to be a problem for most college students. Statistics from TNCE indicate that in 2003, most colleges stipulated that one-third of the first-year students to have remedial units on reading, writing, and mathematics (Bowie, 2009). Various community colleges identify that developmental education with a hedge on mathematics are critical barriers to the success of students. Studies by Community College Research Center on the rates of completion of college algebra and intermediate algebra established that a low percentage estimated at 31 percent of the students end up completing the course (Bowie, 2009). Further research by Borough community college reports that in 2008, close to three-quarters of its freshmen lacked the necessary skills to take credit-bearing algebraic courses (Olson, Jerrell, & Delaloye, 2011). As such, most of them were compelled to take elementary algebra for which the pass mark was set at 38 percent. An extra challenge looms in the form of students failing to complete the college and intermediate algebra (Staats, & Robertson, 2014). As indicated by the CCRC, most students are confused prior to the initial enrollment and between courses than from the course. Among the problems with college and intermediate algebra, courses evolve from the typical lecture mode. For instance, the BMCC study established that the due to the existence of a significant variation in the algebraic proficiency of students, a lecture-based model of tutoring is an inefficient method of teaching mathematical units (Olson, Jerrell, & Delaloye, 2011) They claimed that typical lecturing leaves students bored and behind. As an option, the research presumed that a better means are to teach a unit based on practice. Rose (2011) in her study realized that the most efficient models were immersive and intensive. Further, community college students need course that provide the individualized attention that such learners need desperately. The National Center for Academic Transformation stipulates that one such effective modes of course delivery is the emporium delivery method that originates from Virginia Tech (Olson, Jerrell, & Delaloye, 2011). The method combines technology and self-placed study and acts as a replacement of the conventional classroom. In the model, learner-centered resources that feature on-demand personalized assistance coupled with interactive software that bundle up user-friendly tutorials, practice assessments and solutions to FAQS (Pyzdrowski, & Pyzdrowski, 2009). The system also incorporates online quizzes and test. The students get individualized attention bundled with immersive and intensive activities in the unit as the system determines the rate at which the learner progresses through the course (Sayyed, 2012). The program also advises the relevant authority on the most applicable learning materials that fit the needs of the learner. The model hedges on different staffing models to achieve the needs of the learner such as teaching assistants, faculty, peer tutors and any resourceful individuals capable of directing the students. Methodology The study proposes to use quantitative methodologies in answering the research question. The use of quantitative methodologies is drawn from the quantitative aspect of the study. The rationale for the use of quantitative methods lies on the nature of the method of emphasizing on objectivity on the numerical analysis of the collected data from the questionnaires (Mangan, Lalwani, & Gardner, 2014). The goal of conducting this quantitative research is to determine the relationship between the teaching methodology and its effect on the performance of learners in college and intermediate algebra. The research focuses on the collection of numerical data with an aim of generalizing it across groups or in the explanation of particular trends. As among the constituents of a quantitative study, a survey research design is preferred in this research. Research design is the manner in which data is collected, measured and analyzed to ascertain certain research objectives (Mangan, Lalwani, & Gardner, 2014). Ross, & Onwuegbuzie, (2014) stated that research design involves ways of achieving research objectives through hypothetical data that is gotten economically. This study is a quantitative analysis such that primary data will be collected. Researchers in a variety disciplines prefer using the quantitative research paradigm because research quantitative method provides information that has statistical proof and more imperatively, data standardization, which lets researchers conduct studies more objectively. The factors, to consider in research design, include categories of data required, source of data, levels of data required, and the implications of cost. Ross, & Onwuegbuzie, (2014) further state that research design is a strategy of conducting research. Quantitative studies take the form of either inferential or experimental. The function of an inferential research is to report the way things are done and helps to extract information on the current situation in order to describe what exists with respect to variables (Fisher, & Stenner, 2011). The cause-effect relationship between this research design matches with the objectives of this study. As the study seeks to establish how High Failure and Drop-Out Rate in Intermediate and College Algebra can be reduced using alternative delivery methods. The general timeline for implementing the plan will be based on a full school year starting from February of this year until may of 2016. Various individuals and groups have been selected to act as the heads of the implementation of the program at different stages. Tasks and timeline for the implementation. Time Activity In charge Results February 2015 Course schedule designed for test year in college and intermediate algebra HOD, Mathematics March 2015 Enrollment in pilot course starts Respective college April - June 2015 Enrollment in pilot course progresses Respective college July 2013 College algebra implementation – one controlled section of the course HOD, Mathematics July 2015 – November 2015 Capital renovations and refurbishments for laboratory and one classroom The Director of the Physical Facilities August 2015 Carry out a preliminary assessment as to the amount of sections to offer in spring 2015 HOD, Mathematics and mathematics faculty September 2015 SACSCOC On-Site Visit Respective college November 2015 Data analysis; table a meeting on the findings HOD, Mathematics and, mathematics faculty, January 2016 Deliberate on the amount of sections to be offered in the summer and fall of 2015 HOD, Mathematics and mathematics faculty February 2016 Generate summer and fall time table HOD, Mathematics and, mathematics faculty, April 2016 – August 2016 (typical thereafter) Analyze pilot year results HOD, Mathematics May 2016 (typically from that point forward) Revise where necessary and offer additional modules of algebra as necessary HOD, Mathematics and mathematics faculty The results of each step will be recorded in the “results column” of the implementation table. The persons in charge at every stage will be the one recording the results at every stage. The acceptance of the initiative relies on the number of students by percentage passing the Intermediate and College Algebra classes that year. The results of the pilot year will be very vital in forging a path to the program in the coming years. As such, it is hoped that it changes teaching methods, policy, and curriculum at the school(s) it is implemented. References Olson, L., Jerrell, M., & Delaloye, R. (2011). A computer algebra primer and homework exercises for use in an intermediate macroeconomics course - A Student/Teacher collaboration. Computational Economics, 26(3-4), 51. doi:http://dx.doi.org/10.1007/s10614-005-9004-4 Fisher, W. P., J.R., & Stenner, A. J. (2011). Integrating qualitative and quantitative research approaches via the phenomenological method. International Journal of Multiple Research Approaches, 5(1), 89-103. Retrieved from http://search.proquest.com/docview/872088083?accountid=45049 Ross, A., & Onwuegbuzie, A. J. (2014). Complexity of quantitative analyses used in mixed research articles published in a flagship mathematics education journal. International Journal of Multiple Research Approaches, 8(1), 63-73. Retrieved from http://search.proquest.com/docview/1545506690?accountid=45049 Mangan, J., Lalwani, C., & Gardner, B. (2014). Combining quantitative and qualitative methodologies in logistics research. International Journal of Physical Distribution & Logistics Management, 34(7), 565-578. Retrieved from http://search.proquest.com/docview/232593963?accountid=45049 Pyzdrowski, L., & Pyzdrowski, A. (2009). Student preferences for learning college algebra in a web enhanced environment. Research in Higher Education Journal, 4, 1-9. Retrieved from http://search.proquest.com/docview/761071808?accountid=45049 Staats, S., & Robertson, D. (2014). Designing tasks for math modeling in college algebra: A critical review. Journal of College Teaching & Learning (Online), 11(2), 85-n/a. Retrieved from http://search.proquest.com/docview/1525360883?accountid=45049 Blow, S. (2007, Nov 11). The dallas morning news steve blow column: College test shows how much algebra we forget. McClatchy - Tribune Business News Retrieved from http://search.proquest.com/docview/458928516?accountid=45049 Bowie, L. (2009, Nov 29). Algebra II test indicates 15% ready for college: 1,295 md. students among 100,000 tested nationally. McClatchy - Tribune Business News Retrieved from http://search.proquest.com/docview/456986945?accountid=45049 Sayyed, B. (2012, Jun 06). Education feature: CCC math emporium helps students get up to speed. McClatchy - Tribune Business News Retrieved from http://search.proquest.com/docview/1018961051?accountid=45049 Read More