Date of Award

2021

Degree Name

Curriculum and Instruction

College

College of Education and Professional Development

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Dr. Edna Meisel, Committee Chairperson

Second Advisor

Dr. Ronald Childress

Third Advisor

Dr. Bonita Lawrence

Abstract

Many incoming college freshmen who do not meet minimum standardized exam cut-score requirements are often determined to be not ready for college-level coursework and registered for pre-requisite, multi-semester, remedial course sequences. The goal of pre-requisite courses is to prepare students for college-level courses prior to enrollment in college-level classes. However, based on multiple studies, traditional, pre-requisite developmental education has become a barrier to student success. In contrast, the co-requisite instructional model enrolls students into their college-level, credit-bearing course in their first semester on a college campus, improving the likelihood of success in those courses and beyond. The purpose of this study was to determine the effectiveness of implementing a corequisite curriculum into a college algebra course. To help with this determination, the study compared student success in a corequisite college algebra course to student success in a non-corequisite college algebra course, a traditional college algebra course, and success in subsequent precalculus classes. Another purpose was to examine faculty perceptions of their experiences teaching non-corequisite college algebra courses and corequisite college algebra courses. Faculty perceptions on initial transition preparedness, implementation of evidence-based teaching theories, and continued improvements were collected using interviews. This study showed corequisite mathematics benefitted students typically labeled developmental. This study also confirmed that academically at-risk students are capable of learning complex ideas and concepts at the college-level, and can be successful without slow-paced, extended remediation. Faculty benefitted from the training, collaboration, and resources provided for the implementation of new course curricula like the corequisite model. It was evident from this study, with the corequisite model, faculty continue to support students as they progress in their mathematics courses.

Subject(s)

Algebra -- Study and teaching (Higher).

Academic achievement -- United States.

Curriculum planning -- Study and teaching (Higher).

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