Defining Success for an Introductory Mathematics Non-STEM Pathway Course
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| Title: | Defining Success for an Introductory Mathematics Non-STEM Pathway Course |
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| Language: | English |
| Authors: | Clark D. Metz |
| Source: | ProQuest LLC. 2024Ph.D. Dissertation, West Virginia University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 147 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Mathematics Education, Algebra, College Mathematics, Student Attitudes, Introductory Courses, Student Diversity, Majors (Students) |
| ISBN: | 979-83-463-7433-6 |
| Abstract: | The enduring debate surrounding college algebra, traditionally a gateway for STEM pathways, underscores the necessity for curricular evolution in response to the rising popularity of non-STEM majors. This dissertation explores the success of an applied college algebra course designed for non-STEM students. The study aimed to determine whether this alternative course could meet diverse student needs while promoting academic achievement and fostering positive attitudes towards mathematics. Findings revealed through a novel approach of a difference-in-differences analysis that students enrolled in the applied college algebra course exhibited higher pass rates due to the introduction of the new course. The lower failure rates did not compromise their performance in subsequent mathematics courses. Additionally, the introduction of the applied course was positively associated with students' enjoyment and motivation in mathematics, although a decline in self-confidence was noted. The study also highlighted demographic disparities, such as Asian students outperforming, as well as Black and Hispanic students underperforming their white peers. Further, females showed higher academic success but a negative shift in attitudes towards mathematics. This research underscores the complexity of defining success in mathematics education, advocating for a holistic approach that considers both quantitative grade data and that which informs about the experiences of the students. Success should encompass academic achievement, student engagement, and long-term preparedness for real-world applications. The study's findings suggest that applied mathematics courses can provide meaningful alternatives to traditional curricula, benefiting a diverse student population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31629699 |
| Accession Number: | ED664091 |
| Database: | ERIC |
| Abstract: | The enduring debate surrounding college algebra, traditionally a gateway for STEM pathways, underscores the necessity for curricular evolution in response to the rising popularity of non-STEM majors. This dissertation explores the success of an applied college algebra course designed for non-STEM students. The study aimed to determine whether this alternative course could meet diverse student needs while promoting academic achievement and fostering positive attitudes towards mathematics. Findings revealed through a novel approach of a difference-in-differences analysis that students enrolled in the applied college algebra course exhibited higher pass rates due to the introduction of the new course. The lower failure rates did not compromise their performance in subsequent mathematics courses. Additionally, the introduction of the applied course was positively associated with students' enjoyment and motivation in mathematics, although a decline in self-confidence was noted. The study also highlighted demographic disparities, such as Asian students outperforming, as well as Black and Hispanic students underperforming their white peers. Further, females showed higher academic success but a negative shift in attitudes towards mathematics. This research underscores the complexity of defining success in mathematics education, advocating for a holistic approach that considers both quantitative grade data and that which informs about the experiences of the students. Success should encompass academic achievement, student engagement, and long-term preparedness for real-world applications. The study's findings suggest that applied mathematics courses can provide meaningful alternatives to traditional curricula, benefiting a diverse student population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-463-7433-6 |
