Date Approved

4-27-1995

Embargo Period

9-12-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Subject(s)

Rowan College of New Jersey--Curricula; Mathematics--Remedial teaching; Mathematics--Study and teaching (Higher)

Disciplines

Educational Psychology

Abstract

The purpose of this study was to examine the relationship between remedial instruction in a mathematics course, Basic Algebra, offered at Rowan College, and subsequent performance in a first college-level math course. The subjects utilized in the study consisted of remedial attendees or students who completed the course, test-outs, or students who were placed into the course but tested out of it, and non-remedial students, or those who never needed the course.

Mean grades for each of the three groups were then computed. A chi-square analysis indicated no significant difference between the three groups.

Based on the findings, the decision was made to retain the null for hypothesis I which stated there would be no significant difference between the attendees and the test-outs. The null was rejected for hypothesis I and the alternate hypothesis, which stated there would be no significant difference between the remedial attendees and the non-remedial students, was retained.

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