An examination of the necessity for students to take developmental algebra before college -level mathematics.

摘要

The study was designed to determine which of two prerequisites was the better predictor of persistence and success in college-level algebra: (1) successfully completing developmental algebra or (2) scoring above the cutoff for college algebra on the Computerized Placement Test (CPT). Also, a CPT algebra cutoff score that maximized the portion of students correctly placed in college algebra was determined. The study was of a two year duration in a North Carolina community college.;Data were collected from information databases stored on the college's mainframe computer. Data were analyzed using descriptive statistics and contingency tables to determine and compare success and persistence rates. Chi-square was used to examine whether student academic success in developmental algebra was related to success and persistence in college algebra. Logistic regression and contingency tables were used to investigate a CPT algebra cutoff score that maximized correct placement in college algebra.;The findings from the study revealed that students who enrolled in college algebra by successfully completing developmental algebra persisted at a lower rate and succeeded at a lower rate than students who enrolled in college algebra by scoring above the CPT algebra cutoff score. The relationship between completing developmental algebra and success in college algebra was found to be statistically significant at the 0.05 level. Further, a phi coefficient of −0.047 indicated that developmental algebra was likely to be very weakly associated with being unsuccessful in college algebra. Similarly, the relationship between completing developmental algebra and persistence in college was found to be statistically significant at the 0.05 level. In addition, a phi coefficient of −0.054 indicated that developmental algebra was likely to be very weakly associated with withdrawal from college algebra. Findings also revealed that students, who were required to take more than one developmental mathematics course to enroll in college algebra, withdrew much less than expected. Possible implications of these findings were presented and recommendations for further research were made.