A Comparison Of Students' Success In Emporium Model Developmental Mathematics Courses Versus Traditional Developmental Mathematics Courses
No Thumbnail Available
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2016
Type of Work
Department
Community College Leadership Program
Program
Doctor of Education
Citation of Original Publication
Rights
This item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.
Subjects
Abstract
In order to increase degree completion, today's effective developmental programs are focused on accelerating student progress through developmental courses, contextualizing instruction, and providing supplemental supports (American Association of Community Colleges, 2014; Rutschow & Schneider, 2011). The need to study redesign efforts in developmental mathematics is evident as more students arrive at the community college academically underprepared in this content area (Community College Research Center [CCRC], 2014b). Specifically for developmental mathematics, many community colleges and state systems have replaced the traditional delivery method with the Emporium Model, an instructional model designed to improve course completion through mastery learning, accelerated progress, and active learning (The National Center for Academic Transformation [NCAT], n.d.). This quantitative ex post facto study investigated the effects on student success metrics of redesigned developmental mathematics courses at a large multi-campus community college in North Carolina utilizing the Emporium Model. The study compared the student success metrics from those students participating in a traditional developmental mathematics course versus a redesigned Emporium Model developmental mathematics course. The problem addressed by this study was student completion as impacted by developmental education, specifically developmental mathematics. This causal-comparative study was undergirded by Kuh, Kinzie, Buckley, Bridges and Hayek's (2006) student engagement theory. With focus toward student behaviors and institutional conditions, the theory specifically includes instructional methods as an institutional condition impacting student engagement. This study focused on varying delivery methods in developmental mathematics courses, a key institutional practice with high impact on student success. Both descriptive and inferential statistics (t-test and chi square test) were used for this study. At the p < .05 level of significance, this researcher found significant differences in student success outcomes resulting in better results for students who participated in the Emporium Model. These positive results included improved developmental course success rates, completion of developmental requirements, and first college-level mathematics course grade. Mixed results were found in students' time to complete developmental coursework and persistence status. The results of the study revealed student success outcomes are positively impacted by the utilization of the Emporium Model.