I will use the prediction design to investigate the quantitative data I collect from 12 remedial math students.

My research study is working with three independent variables - ACT scores, a motivation score and a self-efficacy score of remedial math students to see if there is a correlation with their final grade (my dependent variable).  I will have my 12 remedial math students (6 students in the age group 18 - 22 and 6 more students in the age group 30 +) take a motivation test (Achievement Motivation Inventory) and a self- efficacy test (Mathematics Self-Efficacy Scale) at the bring of the semester.  I will ask my 12 students to release their ACT scores to me in the beginning of the semester. At the end of the 18 week semester, I will ask my 12 remedial math students to release their final remedial math grade.

At the end of the semester, I will attempt to correlate the quantitative data to see if there is way to predict which students are at risk of not completing their remedial math courses based off of their ACT scores, motivation score, and self-efficacy score.  I will be looking to see if the scores from the three independent variables will predict the final outcome of their final grades.

Research questions

The purpose of this study is to determine the relationship between ACT scores, motivation, self-efficacy, and final grades in remedial math at a mid-sized community college in southwest Missouri.

1.       What is the relationship between ACT scores and final grades in remedial math at a mid-sized community college in southwest Missouri?

2.       What is the relationship between motivation and final grades in remedial math at a mid-sized community college in southwest Missouri?

3.       What is the relationship between self-efficacy and final grades in remedial math at a mid-sized community college in southwest Missouri?

Reference

Creswell, J. W. (2012). Educational research: Planning conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Pearson.

Research questions

The purpose of this study is to determine the relationship between ACT scores, motivation, self-efficacy, and final grades in remedial math at a mid-sized community college in southwest Missouri.

1.       What is the relationship between ACT scores and final grades in remedial math at a mid-sized community college in southwest Missouri?

2.       What is the relationship between motivation and final grades in remedial math at a mid-sized community college in southwest Missouri?

3.       What is the relationship between self-efficacy and final grades in remedial math at a mid-sized community college in southwest Missouri?

The dependent variable is the final grades obtained by students in a remedial math class.

My independent variables are the students ACT scores, their motivation scores, and their self-efficacy scores.

Conceptual definitions

Conceptual definition for motivation – “one may choose to do something because one wants to do it, or because one is supposed to do it.” (George, Michael. Autonomy and Motivation in Remedial Mathematics. p. 257)

Operational Definition for motivation - Motivational scores will come from Achievement Motivation Inventory.

Conceptual definition for self-efficacy – “If individuals feel like a failure, self conscious or humiliated because of placement in remedial coursework, dropping out may become their best solution. Perceptions of self-efficacy may very negatively impact remediation strategies.” (Kilian, Nancy. Self-efficacy and remediation of higher education mathematics students. 2009.)

Operational Definition for self-efficacy - Self-Efficacy scores will come from Mathematics Self-Efficacy Scale.

**** Conceptual definition of remedial math “students lacking those skills necessary to perform college-level work at the level required by the institution,” (Kilian, Nancy. Self-efficacy and remediation of higher education mathematics students. 2009.) (Not sure if I need this)

Operational definition ACT scores - ACT Scores will come from ACT Test Battery of the American College Testing Program.

Question: How do you assign a conceptual definition to final grades and ACT scores?       

Updated Purpose Statement with lots of help...Thank you!!! Dr. Reeves

The purpose of this study is to determine the relationship between ACT scores, motivation, self-efficacy, and final grades in remedial math at a mid-sized community college in southwest Missouri.

1.       What is the relationship between ACT scores and final grades in remedial math at a mid-sized community college in southwest Missouri?

2.       What is the relationship between motivation and final grades in remedial math at a mid-sized community college in southwest Missouri?

3.       What is the relationship between self-efficacy and final grades in remedial math at a mid-sized community college in southwest Missouri?

The purpose of the phenomenological study is to explore the factors that contribute to the low completion rates in remedial math courses at a large public university in the southwest Missouri.

 

What are the factors that contribute to the low completion rates in remedial math course at a community college? at a public university?

 

What are the math skills freshman are lacking to complete a remedial math class?

 

What are mental attitudes that remedial math students have that are not completing their class?

 

Well my dissertation is moving at a snail's pace.  I am currently wading my way through the college I work at to get current numbers of how many students are enrolled in a remedial  math class and of those students, how many of them are recent high school graduates.
My biggest problem is to narrow down my focus.  I want to help all of my remedial math students succeed not just one group.
My web currently looks like this -

I have made a few decisions.... 2004 should be roughly as old as I need to get.
I like reading my article on paper better than on a computer screen.
I wish I had time to write about everything....how to choose????

Here are some of the excellent articles I have had the pleasure in reading -

Bahr, P. (2012). The aftermath of remedial math: Investigating the low rate of certificate completion among remedial math students. University of Michigan, Retrieved from http://www.airweb.org/GrantsAndScholarships/Documents/Bahr 2012 Aftermath of Remedial Math.pdf

Bailey, T., Jeong, D. W., & Cho, S. W. (2009). Referral, enrollment and completion in developmental education sequences in community colleges.Community College Research Center, Retrieved from http://ccrc.tc.columbia.edu/publications/referral-enrollment-completion-developmental-education.html

Bailey, T., Watherington, H., & Brock, T. (2010, September). Developmental education: What policies and practices work for students?. National center of post secondary research Retrieved from http://www.postsecondaryresearch.org/conference/PDF/WEBINAR2010.pdf

Barge, J. Georgia Department of Education, (2011).Graduation guidance document. Retrieved from Georgia Department of Education website: http://archives.gadoe.org/DMGetDocument.aspx/Graduation Guidance Document 2011-2012 for Mathematics-Final.pdf?p=6CC6799F8C1371F610E412A6D1227AEE50C8557144F7AAA3513968024CD660FE&Type=D

Bradley, P. (2011). By the numbers and colleges finding solutions to remedial math barrier. Community College Week, Retrieved from http://www.ccweek.com/news/templates/template.aspx?articleid=2773&zoneid=7

McMillan, S. (2012, July 30). No painless solutions to needs for remedial college classes . Kennebec Journal. Retrieved from http://www.kjonline.com/news/no-painless-solutionsto-remediation-problem_2012-07-29.html

After much debate an soul searching, I believe the best idea for my dissertation paper will the issues of retaining students who must take remedial math,

My Statement of Problem -

70% of the students that enter a community college are referred to remedial math classes.  Of those students in remedial math, 30% will not complete the semester and will not return to college for the upcoming semester.  I believe that community colleges can positively impact these numbers by having a self paced math program along with a caring, understanding faculty.  

This blog is being created for my Doctorate dissertation.  I am currently a student at Nova Southeastern University.

It is time to start the dissertation process....

My ultimate passion is math!!! I have enjoyed teaching math for the last 8 years.  I currently teach for a K-8 school and our local community college.

I see a need in the way math is taught to the adults in college.  The last four years, I have been trying to explain why to my adult learners as to why the need college algebra.  Inside, I do not agree that one size fits all college algebra class is good for my students.  If I could change the curriculum, I would have each school great their own college algebra course.  I believe that each student needs learn math that is pertinent to their upcoming career.  I would like to see the school of nursing create a math course that would benefit future nurses.  The school of business would create a math course that would benefit the students and their understanding of the economy, the financial world and laws.  The school of education would create a math course that would help the future teachers be more confident in how to "teach" math and apply the concepts.  Each school in a college or university would list their concepts that every student must be success at to understand their future job and the curriculum would be based off of those concepts.

This is what I would like to create a dissertation topic about, but alias I have not found a way.

Currently I am considering writing about the remedial math issues facing colleges and their students' success rate.  OR   the effects of using calculators to teach math.

I am always open to ideas, thoughts or suggestion.  Please feel free to leave a message.
Thank you!!!
Cynthia