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|a LB1062.6.M35 2010_McleodGregory |2 BU-Local |
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|a Selected predictors of academic achievement for college students in remedial mathematics courses |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2010. |
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|a xi, 126 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2010. |
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|a Includes bibliographical references (leaves 97-115). |
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|a Copyright Gregory Kyle McLeod. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose: The purpose of this quantitative study was to determine the multiple correlation between four predictors (i.e., prior math ability, attitude toward mathematics, academic self-efficacy, and reading comprehension ability) and the outcome of academic achievement of college students enrolled in remedial mathematics at a 4-year college in the United States using standardized instruments validated in previous research. Recent studies show that the need for college remediation remains as strong as ever, and that the greatest area of need for it is in mathematics. Thus, continued efforts to address the need for college mathematics remediation and finding success in it are warranted. The dependent variable, academic achievement, was operationally defined as a score on the 30-question mathematics subtest of the Florida College Basic Skills Exit Test. Method: This research study was conducted as a predictive research study using multiple regression to explore the possible relationships between the predictive variables of prior math ability, attitude toward mathematics, academic self-efficacy, and reading comprehension ability, with the dependent variable of academic achievement of college students enrolled in remedial mathematics. The sample from this population was derived from eight randomly selected Elementary Algebra classes offered in the Spring 2010 term at the selected college. Of the 162 students offered the opportunity to participate, 132 volunteered but only data on 88 students were complete and usable. To assure anonymity, the researcher did not have access to any identifying information. Major Findings: Analysis of the data resulted in the calculation of a statistically significant multiple correlation coefficient (adjusted R2 = .363, p < .05) to account for the variance in academic achievement by the predictor variables. As a result of the analysis of the data, the null hypothesis was rejected. Of the four independent variables, prior math ability and reading comprehension emerged as significant predictors within the regression equatk) n. The results of this study generally supported results found in prior remedial math studies with some exceptions. Given the analysis of these specific predictors on academic achievement, unique qualities and implications were also found. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a College students |x United States. |
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|a Education, Higher |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001344/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/44/00001/LB1062_6_M35 2010_McleodGregorythm.jpg |
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|a Theses and Dissertations |
