<p> Developmental math education continues to be a rising challenge for many post-secondary two-year institutions. In response to this challenge, many colleges are adapting their developmental math education programs by implementing best institutional and instructional practices as defined by recent literature. This descriptive and correlational study used data from the Developmental Education Program Survey (DEPS) and the selected state's Department of Education to explore how community colleges within the state have implemented these research-based, promising instructional and institutional practices in the area of developmental mathematics education. The quantitative study through multiple linear regression analysis determined if the implementation of certain practices predicted the success of the students. Findings indicated that developmental math education programs were implementing most of the research-based best practices for developmental math education. In addition, the results of this study indicated that changes in the instructional aspect of the program increased student success in developmental math more than changes in institutional policy. This study found that implementation of best institutional practices as defined in the literature had no relationship to student success while implementation of best research-based instructional practices had a significant relationship to student success. The researcher recommends that institutions utilize cooperative, collaborative and mastery learning in their developmental math courses and that they consider offering developmental math instruction as math refresher workshops, bridge programs, and co-requisite courses to college-level math. </p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3645505 |
| Date | 21 November 2014 |
| Creators | Butler, Anna F. |
| Publisher | Capella University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0058 seconds