Document Type
Article
Publication Date
Spring 2018
Description
The purpose of this study was to determine if the 1 – and 2-term retention rates for students with the same ACT mathematics subsection scores were different between students who took a regular section of Probability and Statistics and students who took a learning support section of the same course. The subjects of this study were 2,714 students enrolled in a Probability and Statistics course (either regular sections or learning support sections) at a 4-year institution from the 2013 summer semester to the 2014 fall semester. As expected, students who scored a 19 or greater on the mathematics section of the ACT were significantly more likely to be enrolled in later semesters than students who scored below a 19. When students were grouped by matching ACT mathematics sub scores there was not a significant difference in 1-term and 2-term retention rates between students who took a 4-hour learning support section of probability and statistics and students who opted to take a regular 3-hour version of the same course.
Citation Information
Dula, Mark E.; Lampley, Sandra A.; and Lampley, James H.. 2018. Undergraduate Retention Rates for Students in Learning Support Math Classes versus Traditional Math Classes Controlling for ACT Mathematics Scores. Journal of Learning in Higher Education. Vol.14(1). 1-6.
Copyright Statement
© 2018 JW Press. This document was published with permission by the publisher. It was originally published in Journal of Learning in Higher Education.