View in EDS

Defining Success for an Introductory Mathematics Non-STEM Pathway Course

Saved in:
Bibliographic Details
Title: Defining Success for an Introductory Mathematics Non-STEM Pathway Course
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: ED664091
AccessLevel: 3
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Defining Success for an Introductory Mathematics Non-STEM Pathway Course
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Clark+D%2E+Metz%22">Clark D. Metz</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2024Ph.D. Dissertation, West Virginia University.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 147
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Dissertations/Theses - Doctoral Dissertations
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22College+Mathematics%22">College Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink>
– Name: ISBN
  Label: ISBN
  Group: ISBN
  Data: 979-83-463-7433-6
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="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" linkWindow="_blank">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</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED664091
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED664091
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 147
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
    Titles:
      – TitleFull: Defining Success for an Introductory Mathematics Non-STEM Pathway Course
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Clark D. Metz
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: isbn-print
              Value: 979-83-463-7433-6
          Titles:
            – TitleFull: ProQuest LLC
              Type: main
ResultId 1