Date of Degree
2024
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Counseling and Higher Education (CAHE)
Director
Xiaodan Hu
Committee Members
Carrie Kortegast; Quortne Hutchings
Keywords
corequisite support, mathematics, completion, student success, momentum, retention, developmental education
Abstract
Corequisite support courses have been used as an intervention in higher education to improve gateway college math course completion and reduce the time necessary to do so. While a substantial amount of research on the effectiveness of corequisite support exists, it has largely focused on non-STEM courses. This study was designed to further investigate the effectiveness of corequisite support courses but in the context of STEM courses like College Algebra. Specifically, the study explored the role of taking a corequisite version of College Algebra, with and without the consideration of a student’s initial placement, on both the probability of passing College Algebra as well as re-enrolling at the institution. Additional control variables, including age, entering weighted high school GPA, race, biological sex, and federal financial aid use, were studied using binary logistic regression to determine the relationship between other predictors beyond course approach and initial placement. Key findings include no statistically significant difference in the likelihood of passing nor the likelihood of re-enrolling between students in corequisite and non-corequisite sections. When including initial placement, there was a significant difference in the chance of passing amongst non-corequisite students who had previously taken developmental math courses and those in the corequisite sections. Further quantitative studies are recommended at other types of institutions, including community colleges, with larger numbers of students in both corequisite and non-corequisite sections.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Almy, Kathleen, "A QUANTITATIVE STUDY ON THE RELATIONSHIP BETWEEN COREQUISITE SUPPORT COURSES AND COLLEGE ALGEBRA SUCCESS" (2024). Dissertations of Practice. 37.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/37
