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STUDY OF WITHDRAWALS OF MATHEMATICS STUDENTS AT INDIAN RIVER COMMUNITY COLLEGE

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Date Issued:
1978
Summary:
The purpose of this study was to determine the relationship between students who withdrew from selected mathematics courses and students who completed selected mathematics courses at Indian River Community College for the academic years 1975-76, 1976-77, and 1977-78. Summary: Two types of withdrawals were considered; formal withdrawal and informal withdrawal. Formal withdrawal was defined to be those students who officially withdrew from a course. Informal withdrawal was defined to be those students who ceased to attend class but had not gone through official channels of withdrawal. In analyzing the problem of withdrawals, prerequisite skills and the socio-economic level of the student were considered. The lack of prerequisite skills was determined by the score the students attained on the Indian River Community College Mathematics Placement Test. The socio-economic level of the student was determined by whether or not the individual was receiving financial assistance through a Basic Economic Opportunity Grant. A review of the literature showed that many factors contributed to the success or failure of students. Among the many factors were necessary prerequisite skills and socio-economic level of students, two areas of concentration in this study. Conclusions: 1. There was a significant difference in prerequisite skills between those students who withdrew and those students who completed selected mathematics courses. 2. There was a significant difference between the proportion of formal withdrawals from College Algebra for those students identified as socio-economically deprived and those students identified as nonsocio-economically deprived. 3. There was a significant difference between the proportion of informal withdrawals from the lower level freshman mathematics courses for students identified as socio-economically deprived and those students identified as nonsocio-economically deprived.
Title: A STUDY OF WITHDRAWALS OF MATHEMATICS STUDENTS AT INDIAN RIVER COMMUNITY COLLEGE.
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Name(s): DEAL, THOMAS CONNOLLY.
Florida Atlantic University, Degree grantor
Smith, Lawrence E., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 1978
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 122 p.
Language(s): English
Summary: The purpose of this study was to determine the relationship between students who withdrew from selected mathematics courses and students who completed selected mathematics courses at Indian River Community College for the academic years 1975-76, 1976-77, and 1977-78. Summary: Two types of withdrawals were considered; formal withdrawal and informal withdrawal. Formal withdrawal was defined to be those students who officially withdrew from a course. Informal withdrawal was defined to be those students who ceased to attend class but had not gone through official channels of withdrawal. In analyzing the problem of withdrawals, prerequisite skills and the socio-economic level of the student were considered. The lack of prerequisite skills was determined by the score the students attained on the Indian River Community College Mathematics Placement Test. The socio-economic level of the student was determined by whether or not the individual was receiving financial assistance through a Basic Economic Opportunity Grant. A review of the literature showed that many factors contributed to the success or failure of students. Among the many factors were necessary prerequisite skills and socio-economic level of students, two areas of concentration in this study. Conclusions: 1. There was a significant difference in prerequisite skills between those students who withdrew and those students who completed selected mathematics courses. 2. There was a significant difference between the proportion of formal withdrawals from College Algebra for those students identified as socio-economically deprived and those students identified as nonsocio-economically deprived. 3. There was a significant difference between the proportion of informal withdrawals from the lower level freshman mathematics courses for students identified as socio-economically deprived and those students identified as nonsocio-economically deprived.
Identifier: 11719 (digitool), FADT11719 (IID), fau:8651 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (Educat.D.)--Florida Atlantic University, 1978.
College of Education
Subject(s): Mathematics--Study and teaching--Florida
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/11719
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.