Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of this study was to determine the relationship
between students who withdrew from selected mathematics courses and
students who completed selected mathematics courses at Indian River
Community College for the academic years 1975-76, 1976-77, and
1977-78. Summary: Two types of withdrawals were considered; formal withdrawal
and informal withdrawal. Formal withdrawal was defined to be those
students who officially withdrew from a course. Informal withdrawal
was defined to be those students who ceased to attend class
but had not gone through official channels of withdrawal.
In analyzing the problem of withdrawals, prerequisite skills
and the socio-economic level of the student were considered. The
lack of prerequisite skills was determined by the score the students attained on the Indian River Community College Mathematics Placement
Test. The socio-economic level of the student was determined by
whether or not the individual was receiving financial assistance
through a Basic Economic Opportunity Grant.
A review of the literature showed that many factors contributed
to the success or failure of students. Among the many factors were
necessary prerequisite skills and socio-economic level of students,
two areas of concentration in this study. Conclusions: 1. There was a significant difference in prerequisite skills
between those students who withdrew and those students who completed
selected mathematics courses.
2. There was a significant difference between the proportion
of formal withdrawals from College Algebra for those students
identified as socio-economically deprived and those students identified
as nonsocio-economically deprived.
3. There was a significant difference between the proportion
of informal withdrawals from the lower level freshman mathematics courses for students identified as socio-economically deprived and
those students identified as nonsocio-economically deprived.
between students who withdrew from selected mathematics courses and
students who completed selected mathematics courses at Indian River
Community College for the academic years 1975-76, 1976-77, and
1977-78. Summary: Two types of withdrawals were considered; formal withdrawal
and informal withdrawal. Formal withdrawal was defined to be those
students who officially withdrew from a course. Informal withdrawal
was defined to be those students who ceased to attend class
but had not gone through official channels of withdrawal.
In analyzing the problem of withdrawals, prerequisite skills
and the socio-economic level of the student were considered. The
lack of prerequisite skills was determined by the score the students attained on the Indian River Community College Mathematics Placement
Test. The socio-economic level of the student was determined by
whether or not the individual was receiving financial assistance
through a Basic Economic Opportunity Grant.
A review of the literature showed that many factors contributed
to the success or failure of students. Among the many factors were
necessary prerequisite skills and socio-economic level of students,
two areas of concentration in this study. Conclusions: 1. There was a significant difference in prerequisite skills
between those students who withdrew and those students who completed
selected mathematics courses.
2. There was a significant difference between the proportion
of formal withdrawals from College Algebra for those students
identified as socio-economically deprived and those students identified
as nonsocio-economically deprived.
3. There was a significant difference between the proportion
of informal withdrawals from the lower level freshman mathematics courses for students identified as socio-economically deprived and
those students identified as nonsocio-economically deprived.
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