Anticipated Date of Graduation

Spring 2024

Document Type

Thesis

Degree Name

Master of Science in Mathematical Sciences

Department

Mathematical Sciences

First Advisor

Doug Darbro

Abstract

The purpose of this study is to evaluate the effectiveness of remediation in Introduction to Statistics and College Algebra at Shawnee State University (SSU). Focusing on students with an ACT score ranging from 15-17, this study examines the effectiveness of corequisite courses to see if these courses improve student success rates compared to prerequisite courses. The background of this study is rooted by the ongoing effort of colleges and universities to enhance student success by implementing different instructional strategies, such as corequisite remediation. Logistic regression techniques were used to analyze successful completion of gateway courses as an outcome of different predictors. This study also aims to evaluate success rates of first-generation college students. The findings suggest that corequisite implementation has potentially had a positive impact on success rates in College Algebra and Introduction to Statistics. Additionally, first-generation college students potentially face more challenges than non-first generation college students when completing gateway courses; these findings suggest that additional support may be needed for first-generation students to have equal odds of success. These findings contribute to the existing literature on remediation effectiveness, suggesting that the implementation of the corequisite model can accelerate student success while bridging knowledge gaps. The study acknowledges limitations with missing data and threats to generalizability. The results iterate the importance of evaluating remediation effectiveness to accommodate the needs within the continually changing landscape of higher education.

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