Anticipated Date of Graduation

Summer 2019

Document Type

Thesis

Degree Name

Master of Science in Mathematical Sciences

Department

Mathematics

First Advisor

Douglas Darbro

Abstract

As more and more students arrive at college deficient in mathematics skills, colleges and universities are looking for a change in practices for these students. Corequisite remediation is one of the methods being used across the nation. The focus of this study was to compare success rates of students in corequisite gateway courses to students in the standard gateway courses, did these two groups of students complete the follow up course at the same level of success, and did they do as well in the gateway course as students that have traditionally been placed in noncredit bearing remedial courses. Students’ grades were coded to a pass/ fail binary representation with 1 as credit received and 0 as no credit received for the course. χ2 tests, Analysis of Variance, Kruskal-Wallis test, and Fisher’s Exact test were performed. The results showed that there was no statistically significant difference between credit received across the type of gateway course that was taken. The students in corequisite courses and standard gateway courses performed with no statistical difference in the follow up course. Students in corequisite courses did perform statistically different than those in traditional remediation courses.

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Mathematics Commons

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