标题：Impact of Delivery Modality, Student GPA, and Time-Lapse Since High School on Successful Completion of College-Level Math after Taking Developmental Math
摘要：This study considered whether delivery modality, student GPA, or time since high school affected whether 290 students who had completed a developmental math series as a community college were able to successfully complete college-level math. The data used in the study was comprised of a 4-year period historical student data from Odessa College based on the completion of the developmental math courses, Introductory Algebra and Intermediate Algebra, and subsequent completion a college-level math course. Through an ex-post facto design with logistic regression analysis, the results revealed that GPA was a predictor (p = 1.56 x 10 -9 ) of completing a college-level math course with a C or better. However, the delivery mode of developmental math (p = .456) and time lapse since completing high school (p = .200) were not found to be predictors of college math completion with a C or better. Although online education continues to be an area of concern in higher education, this study’s results reveal there are other variables that may affect successful completion of a college-level course, with this study finding that for every 1-point increase in college GPA, students were 3.64 times more likely to complete college-level math with a C or better.
其他摘要：This study considered whether delivery modality, student GPA, or time since high school affected whether 290 students who had completed a developmental math series as a community college were able to successfully complete college-level math. The data used in the study was comprised of a 4-year period historical student data from Odessa College based on the completion of the developmental math courses, Introductory Algebra and Intermediate Algebra, and subsequent completion a college-level math course. Through an ex-post facto design with logistic regression analysis, the results revealed that GPA was a predictor (p = 1.56 x 10 -9 ) of completing a college-level math course with a C or better. However, the delivery mode of developmental math (p = .456) and time lapse since completing high school (p = .200) were not found to be predictors of college math completion with a C or better. Although online education continues to be an area of concern in higher education, this study’s results reveal there are other variables that may affect successful completion of a college-level course, with this study finding that for every 1-point increase in college GPA, students were 3.64 times more likely to complete college-level math with a C or better.
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