Adaptive Feedback and College Readiness Project

Funding:
Currently seeking grant funding

Funding Source:
TBA

Researchers:
T. Lisa Berry
Justin T. Dellinger
Dr. Matt Crosslin

Many college students continue to fail or withdraw from College Algebra courses even though they achieved the prerequisite standards to enroll. This research study examines course data to investigate the best conditions for student success in order to implement strategies and interventions that support student learning in a College Algebra.

Project Milestones:

2017-2019

Publications:

O’Connell, K.A., Wostl, E., Crosslin, M., Berry, T.L., & Grover, J. (2018). Student ability best predicts final grade in a college algebra course, Journal of Learning Analytics 5(3), 167-181. View publication online.

Abstract: Historical student data can help elucidate the factors that promote student success in
mathematics courses. Herein we use both multiple regression and principal component analyses to explore ten years of historical data from over 20,000 students in an introductory college-level Algebra course in an urban American research university with a diverse student population in order to understand the relationship between course success and student performance in previous courses, student demographic background, and time spent on coursework. We find that indicators of students’ past performance and experience, including grade-point-average and the number of accumulated credit hours, best predict student success in this course. We also find that overall final grades are representative of the entire course and are not unduly weighted by any one topic. Furthermore, the amount of time spent working on assignments led to improved grade outcomes. With these baseline data, our team plans to design targeted interventions that can increase rates of student success in future courses

Presentations:

Sarker, G., Berry, T.L., Banda, S., & Siemens, G. (2019). (Un)readiness for college algebra: Using learning analytics to design interventions for student success, Learning Analytics and Knowledge (LAK) Conference, March 4-8, 2019

Abstract: Many college students continue to fail or withdraw from College Algebra courses even though they achieved the prerequisite standards to enroll. The results from this study indicate that a student’s state-mandated college-readiness score (TSI), college entrance exam score (ACT), gender, and admission type are not statistically significant predictors of final course grade. A student’s score on the readiness exam developed by the mathematics department was a strong predictor for a passing final grade. Even though students completed the individualized remediation homework provided by the instructors, only 48.9% received a passing final grade. Future work from this project will make use of theory-driven principles of student success to design and test interventions. College Algebra is often at gateway course at institutions and failure prevents many students from matriculating and graduating.

2019-2020

Launching large-scale use of OnTask in College Algebra courses.

2020-2021