from the darkness into the light jay martin: [email protected]@waketech.edu beth tsai:...
TRANSCRIPT
![Page 1: From the Darkness into the Light Jay Martin: jemartin@waketech.edujemartin@waketech.edu Beth Tsai: mbtsai@waketech.edumbtsai@waketech.edu](https://reader030.vdocument.in/reader030/viewer/2022033022/56649dbb5503460f94aad39b/html5/thumbnails/1.jpg)
From the Darkness into the Light
Increasing Retention in Pre-calculus
Jay Martin: [email protected]
Beth Tsai: [email protected]
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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
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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?
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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
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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
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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
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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
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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)
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Paul’s Recommendations
Which students are “AT RISK”?
Are Pre-requisite Skills a Problem
Early Intervention is Crucial
Study Skills are usually weak
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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
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Address Pre-Requisite Skills from Math 080
10 Learning Objectives Identified and Reviewed
Skills Test Attempt #1 on the 10 LO’s
Module’s completed in ILC on each incorrect LO
Skills Test Attempt #2 given for students who completed modules
Skills Test Attempt #3
MartinFall 2012 Intervention 1ILC Partnership
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First attempt class average – 50%
Second attempt class average – 70%
Third attempt – few students participated and average not changed
Most students visited ILC within the first 2 weeks
MartinFall 2012 Intervention 1ILC Partnership Results
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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 test
Preview test
Do easy questions first, then difficult ones you know, then one’s you do not directly know
Review test and take ALL time allotted
MartinFall 2012 Intervention 2Test Taking Skills
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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
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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
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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
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Math 171 Repeaters – How many and How do they do?
MartinFall 2012 Data Collection – Results
Jay's Other's50
55
60
65
70
75
171 Test and Math 171 Repeaters
RepeatersNon-repeaters
Sections
Test
1 a
nd
2 A
vera
ge23% of 258
students in Math 171 fall 2012 were repeating Math 171
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What was their last math course and grade? Does it relate to Math 171?
MartinFall 2012 Data Collection – Results
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 A
vera
ge
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 A
vera
ge
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Last High School Math Course and Success in Math 171?
MartinFall 2012 Data Collection – Results
606570758085
171 Test and Last High School Math Course
Jay's Sections
Last High School Math
Test
1 a
nd 2
Avera
ge
HS AFM
HS ALG
2
HS APS
TAT
HS CAL
I
HS DIS
CRETE
HS GEO
(1)
HS IC
M
HS PR
E_CAL
HS TR
IG405060708090
171 Test andLast High School Math Course
Other Sections
Last High School Math
Test
1 a
nd 2
Avera
ge
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How many hours do you study?
MartinFall 2012 Data Collection – Results
<3 3-5 5-10 >1050
60
70
80
171 Test and Time Stud-ied
Jay'sOther's
Number of hours studied per week
Te
st
1 a
nd
2 A
ve
rag
e
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Is WebAssign homework related to grades?
MartinFall 2012 Data Collection – Results
<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
Avera
ge
<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
Stu
dents
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When did you do your WebAssign homework?
MartinFall 2012 Data Collection – Results
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
Avera
ge
<= 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
Stu
dents
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Class Attitude and grades in Math 171?
MartinFall 2012 Data Collection – Results
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
Avera
ge
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
Stu
dents
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How many hours do you work and what is your course load?
MartinFall 2012 Data Collection – Results
Jay's Other's56
58
60
62
64
66
68
70
72
74
76
171 Test and Work Load
at risk (3*couseload + workhrs>60 hrs week)
not at risk
Sections
Test
1 a
nd 2
Avera
ge
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%
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Is the Math 171 Supplement helpful?
MartinFall 2012 Data Collection – Results
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 A
vera
ge
Jay's Other's
Supp NOT helpful 31% 33%
Supp Helpful 69% 67%
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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
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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
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Learning Styles are discussed
V = Visual
A = Auditory
R = Reader
K = Kinematic
Free VARK Questionnaire (opens in a new window)
Spring 2013 InterventionsVARK Survey
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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
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2013 InterventionsSample Student Response from Ice-Breaker Activity
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LO 2. Two column approach (Student work on the LHS):
Spring 2013 InterventionsIncorporating VARK into Teaching/Reviewing
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Sample problem from LO:
Spring 2013 InterventionIncorporating VARK into Teaching/Reviewing
Check Your Solution X = 0,
X = 8
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Took homework questions on the Learning
Objectives
Started new material
Small group meetings started
Spring 2013 InterventionsDay 2
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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
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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
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Collected surveys and questionnaires
Items 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
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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 prerequisites:
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
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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?
Spring 2013 InterventionsSurvey Questions
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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 InterventionsSurvey Questions
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Spring 2013 InterventionsTime Management Table
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Spring 2013 InterventionsAdvising Documents
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Spring 2013 InterventionsAdvising Documents
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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
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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
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Sent students to ILC
Continued with new material
Continued with small group meetings
Spring 2013 InterventionsTwo weeks prior to Attempt 2
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Passed with a score of 70% or higher
Section 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
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22
34
Combined Sections Attempt 2
Spring 2013 InterventionsAttempt 2 Combined
56 total students
22 out of 56 = 39% did meet 70%
While 61% did not
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8
19
Section 4131
2013 Spring InterventionsComparisons
6
23
Section 4110
8
21
1413
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Spring 2013 InterventionsComparisons
Met 70% Not Met 70%0
10
20
30
40
50
60
70
80
Attempt 1Attempt 2
Perc
en
tag
e
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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
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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
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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
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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
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For copies of the power point presentation and/or copies of handouts please email
James Martin: [email protected]
Beth Tsai: [email protected]
Thanks for attending!