Do Co-Requisite Developmental Mathematics Courses Increase Course Sequence Completion at a Community College?
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Higher Edu and Learning Technology
Date of Award
Summer 2021
Abstract
The purpose of this study was to examine sequence completion rates and grade point average (GPA) of co-requisite developmental mathematics and non-co-requisite developmental mathematics courses GPA of the students enrolled in co-requisite developmental mathematics courses compared to students enrolled in non-co-requisite developmental mathematics courses. To test the specific hypotheses, the researcher employed a non-experimental, quantitative design and thereby utilizing chi-square test of independence. The findings for the first hypothesis showed varied sequence completion percentages, where 33.8% of students enrolled in non-co-requisite program completed their courses and 66.2% of students enrolled in co-requisite program completing their courses. A simple linear regression was used to compare the GPA of students upon sequence completion of the non-co-requisite courses and co-requisite courses. The course type did not explain a significant amount of variance in sequence completion GPA, which upheld the hypothesis. The hypothesis stated that no significant difference between non-co-requisite developmental mathematics sequence completion GPA compared to co-requisite developmental mathematics sequence completion GPA.
Advisor
Sarah L. Rodriguez
Subject Categories
Education | Higher Education
Recommended Citation
Guillory, Jordan Mathis, "Do Co-Requisite Developmental Mathematics Courses Increase Course Sequence Completion at a Community College?" (2021). Electronic Theses & Dissertations. 272.
https://digitalcommons.tamuc.edu/etd/272
