The Relationship Between Fast-Tracking Students Into Curriculum Math Using Multiple Measures And Their Subsequent Success Rates: A Quantitative Study Of Self-Directed Learning In Developmental Mathematics
- ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
- Chandra Noel Lehner (Creator)
- Institution
- Appalachian State University (ASU )
- Web Site: https://library.appstate.edu/
- Advisor
- Lisa Poling
Abstract: This study examined the relationship between fast-tracking students into college-level math using multiple measures and their subsequent success rates, while simultaneously looking at the success rates of students (with a comparable high school GPA) who were required to progress through a self-directed developmental math course sequence initially before taking the same college-level math class. The ability to set goals has a major impact on how much learning can be achieved in a self-directed environment. Motivation is also seen as essential when it comes to self-directed learning. The theory of self-directed learning will be critically analyzed, along with its goals and effectiveness in a computer lab setting.
The Relationship Between Fast-Tracking Students Into Curriculum Math Using Multiple Measures And Their Subsequent Success Rates: A Quantitative Study Of Self-Directed Learning In Developmental Mathematics
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Created on 5/17/2018
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Additional Information
- Publication
- Dissertation
- Lehner, C. (2018). "The Relationship Between Fast-Tracking Students Into Curriculum Math Using Multiple Measures And Their Subsequent Success Rates: A Quantitative Study Of Self-Directed Learning In Developmental Mathematics." Unpublished Doctoral Dissertation. Appalachian State University, Boone, NC.
- Language: English
- Date: 2018
- Keywords
- Multiple measures, Self-directed learning,
Developmental mathematics, Emporium model,
Instructors as facilitators