Increasing Retention in Pre-calculus

From the Darkness into the Light

Increasing Retention in Pre-calculus

Jay Martin: [email protected]

Beth Tsai: [email protected]

mailto:[email protected]


This is the first of two courses designed to emphasize topics that are fundamental to the study of calculus.

Emphasis is placed on equations and inequalities, functions (linear, polynomial, rational, exponential, logarithmic), regressions, systems of equations and inequalities, and parametric equations.

Upon completion, students should be able to solve practical problems and use appropriate models for analysis and predictions.

In addition, all pre-calculus topics will be explored numerically and graphically using a graphics and programmable calculator. For the laboratory component, MAT 171A, emphasis is placed on experiences that enhance the materials presented in class. Upon completion, students should be able to solve problems, apply critical thinking, work in teams, and communicate effectively.

Math 171 at WTCC

Ever growing and changing student population

Student preparedness at both the High School and College Level is changing

Legislative funding for education being severely scrutinized

Demands of a high tech world places more pressure on educators to prepare students to be productive members in this global economy

Math 171 - 42% passing rate in 2011-2012

Why the need to be concerned?

Then: Associate of Science exclusively Feeder for Engineering Calculus sequence

Now: Mixture of Associate of Arts and Associate of Science students College enrollment has increased dramatically over the past decade as everyone seeks to improve his/her job prospects in an ever bleak economy causing a surge in the number of students enrolled in Math 171 Less Students move into Calculus sequence (terminal course) Then: Many students placed directly into Calculus sequence with 600 Math SAT Course had more content

Now: Less prepared at the High School Level (now moving to Common Core) Expect placement requirements to be relaxed in the near future C Wall for course causing a high number of “repeaters”

Math 171 Student PopulationThen and Now

Carnegie Method: Independently paced with modules

Computer based and therefore calculator assisted entirely

Skill based rather than concept based from student perspective

Limited instructional time

Change in College Readiness (Pre-requisite) Courses

Push by legislature for funding to be awarded based on student completion rather than FTE with success defined to be “those students who have completed Math 171 with a grade of C or higher”

Push by lawmakers for students to earn a degree at WTCC which makes them marketable even it they do not go further in their education. This has caused us to be involved in creating Curriculum Pathways for student success

Shift to Completion by Design

Benchmarking – A WTCC Initiative

Issue to address

Contact leader outside NC

Conversation on expert’s solution to issue

Action plan to integrate ideas at WTCC

Benchmarking – A WTCC Initiative

Retention in Math 171 (42% passing rate in ‘10-’11)

Contacted Paul Nolting (Academic Success Press President and Teaches at Univ. of South Florida)

Paul’s Recommendations Which students are “AT RISK”?

Are Pre-requisite Skills a Problem

Early Intervention is Crucial

Study Skills are usually weak

Paul’s Study Skills Text WINNING at MATH

Your Math Learning Strengths Math and Test Anxiety Your Study Environment – Manage Your Time Improving Your Memory Listening and Note-Taking Skills Homework Techniques Motivate Yourself to Learn Students with Disabilities

Address Pre-Requisite Skills from Math 08010 Learning Objectives Identified and ReviewedSkills Test Attempt #1 on the 10 LO’sModule’s completed in ILC on each incorrect LOSkills Test Attempt #2 given for students who

completed modulesSkills Test Attempt #3

MartinFall 2012 Intervention 1ILC Partnership

First attempt class average – 50%Second attempt class average – 70%Third attempt – few students participated and average

not changedMost students visited ILC within the first 2 weeks

MartinFall 2012 Intervention 1ILC Partnership Results

Write and take a practice test or two (problem log)Get help on questions you do not know (not last minute)Memory dump when you get the testPreview testDo easy questions first, then difficult ones you know, then

one’s you do not directly knowReview test and take ALL time allotted

MartinFall 2012 Intervention 2Test Taking Skills

Develop Weekly study/work/class plan Each 1 hour in class = 2 hours studying outside class Do homework as soon as possible after class Alternate subjects when studying – math, english, chemistry,

world history Take study breaks Use breaks effectively – school to work, at work, between classes

MartinFall 2012 Intervention 3Time Management

Collected about 3000 pieces of data about 171 students

Survey conducted after Test 2 and prior to withdrawal date

MartinFall 2012 Intervention 4Data Collection – Advice to Future Students

Class Passing Rate Withdrawal Rate

MAT-171 51% 27%

All Online 44% 44%

All Seated 52% 25%

Jay's Sections 57% 27%

Other Sections 51% 25%

MartinFall 2012 Overall Results

Math 171 Repeaters – How many and How do they do?

MartinFall 2012 Data Collection – Results

Jay's Other's505560657075

171 Test and Math 171 Repeaters

RepeatersNon-repeaters

Sections

Test

1 a

nd 2

Ave

rage23% of 258

students in Math 171 fall 2012 were repeating Math 171

What was their last math course and grade? Does it relate to Math 171?


last math 080

last math 161

last math

HS

50607080

171 Test andCourse Taken before

Math 171

Jay'sOther's

Last Math Course

Test

1 a

nd 2

Ave

rage

last math grade

A

last math grade

B

last math grade

C

last math grade

D

5060708090

171 Test andLast Math Taken Grade

in Course

Jay'sOther's

Last Math Grade

Test

1 a

nd 2

Ave

rage

Last High School Math Course and Success in Math 171?


606570758085

171 Test and Last High School Math Course

Jay's Sections

Last High School Math

Test

1 a

nd 2

Ave

rage

HS AFM

HS ALG

2

HS APS

TAT

HS CAL I

HS DISC

RETE

HS GEO

(1)

HS ICM

HS PRE_C

AL

HS TRIG

405060708090

171 Test andLast High School Math Course

Other Sections

Last High School Math

Test

1 a

nd 2

Ave

rage

How many hours do you study?


<3 3-5 5-10 >1050607080

171 Test and Time Stud-ied

Jay'sOther's

Number of hours studied per week

Test

1 a

nd 2

Ave

rage

Is WebAssign homework related to grades?


<50% 50%-90% >90%30

40

50

60

70

80

90

171 Test and % WebAssign Completed

Jay'sOther's

Percent of WebAssign completed

Test

1 a

nd 2

Ave

rage

<50% 50%-90% >90%0%

10%

20%

30%

40%

50%

60%

70%

Percent of Students andWebAssign Completed

Jay'sOther's

Percent of WebAssign Completed

Perc

ent

of S

tude

nts

When did you do your WebAssign homework?


Same Day 1-2 2-4 DD50

55

60

65

70

75

80

85

171 Test and Time WebAssigns were

Completed

Jay'sOther's

Time WebAssigns Completed

Test

1 a

nd 2

Ave

rage

<= 2 days >=3 days0%

10%

20%

30%

40%

50%

60%

70%

Percent of Students and When They Completed

Their WebAssigns

Jay'sOther's

WebAssign's Completed after taught in class

Perc

ent

of S

tude

nts

Class Attitude and grades in Math 171?


Hate Dislike Indeferent Like Love40

45

50

55

60

65

70

75

80

85

Math 171 and Student At-titudes

Jay'sOther's

Attitude toward Math 171

Test

1 a

nd 2

Ave

rage

Hate Dislike Indeferent Like Love0%

10%

20%

30%

40%

50%

60%

Percent of Students and Their Attitudes Toward 171

Jay'sOther's

Attitude

Perc

ent

of S

tude

nts

How many hours do you work and what is your course load?


Jay's Other's5658606264666870727476

171 Test and Work Load

at risk (3*couseload + workhrs>60 hrs week)

not at risk

Sections

Test

1 a

nd 2

Ave

rage

Jay's Other's

>30 work hours 29% 29%

<30 work hours 71% 71%

Jay's Other's

12 credit hrs or less 50% 55%

13 credit hrs or more 50% 45%

Is the Math 171 Supplement helpful?


Jay's Other's50.00

55.00

60.00

65.00

70.00

75.00

171 Test and Supplimental Workbook

Supp NOT helpfulSupp Helpful

Sections

Test

1 a

nd 2

Ave

rageJay's Other's

Supp NOT helpful 31% 33%

Supp Helpful 69% 67%

Students coming from Math 080 did worse in Math 171 than students coming from other courses Math 171 grade usually goes down at least 1 letter grade from previous

successful math course Students that did at least 90% of their WebAssign homework have at

least 10 point Math 171 grade higher than the other students Less than half of our students did at least 90% of the WebAssigns and

about 2/3 of them waited at least 3 days to do their WebAssign Those that did WebAssigns on the day the material is taught in class

made at least 6 points higher in Math 171 Students with good attitudes towards Math do better

MartinFall 2012 Highlighted Results

Approximately 40% of the students in my classes are “repeaters” Icebreaker VARK survey Learning Objectives, “Which one scares you the most” Worked on Learning Objectives in class with emphasis on VARK Sent students home to work on the remainder with a test on Day 3 Set up small group meetings with students. They are to fill out a time

management survey and questionnaire and bring to this meeting.

TsaiSpring 2013 InterventionsDay 1---make a first impression

Learning Styles are discussed

V = VisualA = AuditoryR = ReaderK = Kinematic

Free VARK Questionnaire (opens in a new window)

Spring 2013 InterventionsVARK Survey

http://www.vark-learn.com/english/page.asp?p=questionnaire

http://www.vark-learn.com/english/page.asp?p=questionnaire

Spring 2013 InterventionsLearning Objectives from Pre-requisite MaterialSample LO2. Find equation of a line given two pointsFind equation of a line through the two points:(-1,3) & (2,5) (2,5) & (4,-3) (0,-4) & (-3,1)

LO3. Find slope, x-intercept, and y-intercept given a linear equation in form ax + by = cFind the slope and intercepts of each line below:2x+3y=6 4x-2y-2=0 2(x-2)-4(y+2)=12

LO10. Solve radical equations that require checking solutionsSolve Solve

LO9. Solve rational equations that require checking solutionsSolve Solve

2013 InterventionsSample Student Response from Ice-Breaker Activity

LO 2. Two column approach (Student work on the LHS):

Spring 2013 InterventionsIncorporating VARK into Teaching/Reviewing

Sample problem from LO:

Spring 2013 InterventionIncorporating VARK into Teaching/Reviewing

Check Your Solution X = 0,

X = 8

Took homework questions on the Learning Objectives

Started new material

Small group meetings started

Spring 2013 InterventionsDay 2

Introduction to Functions.

Objective: Determine the symbolic, numeric and graphical representations for functions.

Scenarios in words. Assume in each case, this year’s tuition is $2000 per academic year.

A. Tuition increases linearly at the rate of $500 per year. B. Tuition doubles every year. C. Tuition remains constant for the foreseeable future. D. Tuition decreases at the rate of $100 per year.

Spring 2013 InterventionsTeaching Strategies--- Kinematic Activity

f(t) = 2000f(t) = 500t+2000 f(t) = 2000(2t)f(t) = 2000 – 100t

A. Tuition increases linearly at the rate of $500 per year. B. Tuition doubles every year. C. Tuition remains constant for the foreseeable future. D. Tuition decreases at the rate of $100 per year.

0 2000

1 2500

2 3000

3 3500

4 4000

5 4500

0 2000

1 1900

2 1800

3 1700

4 1600

5 1500

0 2000

1 4000

2 8000

3 16000

4 32000

5 64000

0 2000

1 2000

2 2000

3 2000

4 2000

5 2000

Collected surveys and questionnairesItems for discussion: Long term goals Placement Time management Test anxiety and test taking strategies Help available (me, ILC, STEM Center)

Spring 2013 InterventionsSmall Group Meetings

This survey is intended for internal purposes only. It will help guide improvements to the course and hopefully aid in your success. Please bring this survey and time management table to your small group meeting.

About your career pathway: Have you spoken with the advising center? When?Do you consider yourself an AA (Associate of Arts) or AS (Associate of Science)student? What is your major/field of study? Do you know to which institution you are planning to transfer? If so, which? About your math pathway: Are you planning to take MAT 172? Are you planning to take Calculus? If so, which MAT 271 or MAT 263? About your prerequis ites: What was your last math course? Where was it taken? When was it taken? About how much time did you devote to studying for that course each week?

Spring 2013 InterventionsSurvey Questions

About your math pathway:

Are you planning to take MAT 172? Are you planning to take Calculus? If so, which MAT 271 or MAT 263?


About your pre-requisites: What was your last math course? Where was it taken? When was it taken? About how much time did you devote to studying for that course each week?


Spring 2013 InterventionsTime Management Table

Spring 2013 InterventionsAdvising Documents

Spring 2013 InterventionsDay 3--- Pre-requisite Skills Test, Attempt 1

40 minute test graded with no partial credit.

Passed with a score of 70% or higherSection 4110: 6 out of 29 (approximately 21%) Section 4131: 8 out of 27 (approximately 30%)

Did not meet 70%Section 4110: 23 out of 29 (approximately 79%)Section 4131: 19 out of 27 (approximately 70%)

Averages:Section 4110: 45Section 4131: 47

6

23

Section 4110

8

19

Section 4131

14

42

Combined Sections Attempt 1

Spring 2013 InterventionsDay 3---Pre-requisite Skills Test, Attempt 1 Combined

56 total students

14 out of 56 = 25% did meet 70%

While 75% did not

Sent students to ILC

Continued with new materialContinued with small group meetings

Spring 2013 InterventionsTwo weeks prior to Attempt 2

Passed with a score of 70% or higherSection 4110: 8 out of 29 (approximately 28% up from 21%) Section 4131: 14 out of 27 (approximately 52% up from 30%)

Did not meet 70%Section 4110: 21 out of 29 (approximately 72% down from 79%)Section 4131: 13 out of 27 (approximately 48% down from 70%)

Averages:Section 4110: 52 (up from 45)Section 4131: 66 (up from 47)

Spring 2013 InterventionsAttempt 2

8

21

Section 4110, Attempt 2

1413

Section 4131, Attempt 2

2234

Combined Sections Attempt 2

Spring 2013 InterventionsAttempt 2 Combined

56 total students

22 out of 56 = 39% did meet 70%

While 61% did not

8

19

Section 4131

2013 Spring InterventionsComparisons

6

23

Section 4110

8

21

1413

Spring 2013 InterventionsComparisons

Met 70% Not Met 70%0

10

20

30

40

50

60

70

80

Attempt 1Attempt 2

Perc

enta

ge

Those who did NOT score at least 70% on either attempt sent an Early Warning Notice:

Section 4110: 20 out of 30 (approximately 67%)Section 4131: 9 out of 28 (approximately 32%)

Who did NOT spend time in the ILC during the two week period between attempts:Section 4110: 7 out of 29 (1 person scored 100 on first attempt) or approximately 25%Section 4131: 4 out of 27 (1 person scored 100 on first attempt) or approximately 15%

Spring 2013 InterventionsILC Partnership

Dear _______,I am contacting you regarding your grades in Pre-calculus Algebra (2013SP.MAT.171.4110). Please see me as soon as possible to confirm your course grades and for input on what you should do to improve your performance in this course. Please note that Wake Tech offers free tutorial support through the Individualized Learning Center (ILC) to assist all registered students in their courses of study. Please visit the ILC website for locations, hours of operation, and services offered to students through the ILC. Additionally, Student Success Counselors are available to support academic and career planning through workshops and scheduled appointments. Please visit the Student Success website for locations, hours of operation, and services offered to students. Sincerely, Mary Beth Tsai Powered by Starfish®.

Spring 2013 InterventionsStarfish (Early Warning) Notices

http://www.waketech.edu/student-services/individualized-learning-center

http://www.waketech.edu/student-services/counseling-services

SectionAverage

Overall StarfishAlerts

Not Met 70% on pre-

requisitetest

Met 70%on pre-

requisitetest

4110 61

D,F 55%

56 77

4131 72

D,F 29%

54 76

Spring 2013 InterventionsUnit Test 1 Analysis

Student Success Depends on:

Student knowledge of Pre-requisite skillsCultivating a caring environment where students aren’t afraid to ask questions or offer feedbackHelping students understand the time constraints and demands of the courseMaintaining high academic standards and letting students know how to reach themEnhancing teaching strategies to reach all learnersMaking Math relevant to entice students to want to learn

Points to Ponder

For copies of the power point presentation and/or copies of handouts please email

James Martin: [email protected] Tsai: [email protected]

Thanks for attending!



Increasing Retention in Pre-calculus

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Transcript of Increasing Retention in Pre-calculus