Mathematics
Results of Assessment
2003-2004 (submitted 10/15/04)
Assessment is an ongoing process in the Mathematics
Department. It is carried out across the various programs and on several levels.
We are monitoring how our programs are serving our majors, client schools,
quantitative literacy and developmental students. The curriculum is continually
evaluated to see if changes are needed.
Graduate Exit survey
A graduate exit survey was included as part of the
graduation sign-off of majors. These surveys show that the department is
doing a good job of preparing our majors for future success. Again this past
year all our graduates have attained employment or been placed in graduate
school. The responses show that the faculty is generally doing a good job in
the classroom. The results have been fairly consistent with student
evaluations. GRE scores are also being recorded. We still do not have much
data though, so specific recommendations can not yet be made.
Developmental Mathematics
The purpose of Developmental Mathematics (DM) is
remediation. It is an effort to bring students up to through Intermediate
Algebra, a high school math course. This is the nationally recommended level
for entering university students. The goal is to prepare students to be
successful in Quantitative Literacy and in any other university courses
using mathematics. Intermediate Algebra was established as the prerequisite
for the Quantitative Literacy Courses by a Regents State Wide Task force
during the conversion to semesters.
DM has been a great challenge. The Mathematics Department has spent large
amounts of time and effort trying to reduce the failure rates in these
courses. In order to understand the causes an extensive analysis of student
performance from 2001 to 2003 was undertaken. The study included an
examination of student attributes, placement methods and variations in
learning environments. Using the University student record system, a
statistical analysis of student success looked for trends and correlations.
General Conclusions of the study are:
1. The program does well relative to the goal of
preparing students to be successful in Quantitative Literacy. The data
shows that many of the DM students have a below average performance in
high school and in other Weber State courses. Between 2001 and Fall 2003
70% of the students who completed Intermediate Algebra, Math 1010, were
successful in their first attempt at a QL course. For Freshmen starting
in 2002, this figure went up to 76%.
2. Despite this success, the high failure rate in
DM courses continues to frustrate efforts at student retention.
Non-completion is due to both a failure to enroll in the necessary
courses and in a lack of success in these courses.
a. Enrollment failure. Failure to enroll in
the DM courses and stay in the program semester after semester is
the principle cause of non-completion. Of the freshmen matriculating
in 2002 who were required to enter DM, 45% had not yet taken a
single DM course after 5 semesters. The enrollment problem is made
worse by the fact that most students choose not to take the
placement exam; they prefer to enroll in the beginning course
Math950 and then must succeed in three courses in order to complete
the program.
b. Course failure. Approximate success rates
(grade of C or better) in the three major DM courses from 2001 to
Fall of 2003 are as follows: Math 950, 60%; Math 960, 60%; Math1010,
45%. Extensive analyses to find correlations indicate that success
in DM courses is determined more by student characteristics than by
aspects of the instructional environment under the control of the
University. Success is related to students’ ACT scores and previous
GPA. It is not related to instructor experience, class size, number
of class meetings, use of ad hoc tutorial assistance, use of adjunct
computer practice, or textbook used.
Specific recommendations of the study are:
1.Older students do at least as well as younger
students and no additional program support is needed for them.
2. No consistent correlation is detectable between
class size and student learning. Large class size, at least up to 120
students appear to cause no learning problem.
3. Successful Math 950 students do not do
appreciably better in Math 960 than do students who have not taken Math
950. This is reason to examine closely the role Math 950 and consider a
major modification or even abandonment of the course.
4. Student evaluations are not useful indicators
of student learning. There is no consistent correlation between
instructor evaluation and success in the next course. That is, students
who liked their instructor are no more likely to do well in the next
course than those who disliked their instructor, and in some cases they
do worse. Such evaluations should not be used in staff and program
evaluation.
5. Students who do not succeed in Math 950 and
Math 960 have a high probability of not completing the DM program.
6. Math 1010 has the lowest success rate of the DM
courses. possible ways of improving this rate should be explored.
7. Students who complete Math1010 do well in the
QL courses.
8. Tutoring should continue to be available, but
it should be understood that is a service which will help students with
good study habits and not one that will instill better study habits.
9. Compass Test scores provide the best selection
criterion presently available for eligibility for placement in the
various DM courses, but they are underutilized.
10. Improvements should be made in the high school
preparation of entering students.
Progress on the “problem” of DM awaits a clearer
definition of appropriate standards and goals for Weber State graduates, and
on a better understanding of student achievement capabilities in the present
social environment. A university committee has been set up to discuss the
situation and propose possible solutions.
It should be noted that this careful and extensive
data analysis was performed by an additional non teaching staff who was in
the department for a two year period.
Adjunct Faculty and Lecturers
For some time efforts have been made to supervise the
large number of adjunct faculty. The coordination of the Math 950, 955, and
960 courses seems to be working well. A similar effort with Math1010 is
underway.
One new faculty was hired in the position of Lecturer.
The Solution Space
The Solution Space was established during the Fall of
2003. A room on the second floor of Building 4 became a gathering place for
students of all levels, but especially geared towards developmental
students. Helpers (tutors, etc.) were hired and faculty held some of their
office hours there.
During Spring semester, 2004, tutors recorded tutoring sessions in The
Solution Space including time, course, nature of problem, success and
whether or not the tutee had received tutorial help in the past. The
analysis of the data is informative as to the nature of the difficulties of
those seeking help. DM and Quantitative Literacy students lack confidence to
a much greater degree than higher level students. DM students are more
likely to seek help with story problems. Higher level students, on the other
hand, are more likely to lack pre-requisite skills and have bad study
habits. Somewhat unexpectedly, higher level students are not more likely to
ask direct questions concerning math content. During the first year, The
Solution Space received heavy usage.
This year The Solution Space is again being staffed with helpers. Efforts
are being made to advertise that help is available here. Within the scope of
this study area, other things are being done to help DM students pass their
courses. One example is a coordinated effort by the tutors to get review
materials just prior to tests.
Mission Statement
/ Student Learning Outcomes
/ Curriculum Grid / Assessment Plan / Contact Person
|
