Success in Algebra Among Community College Students

Abstract

College algebra is a required course for most majors, but is viewed by many as a gatekeeper course for degree completion by students. With almost half a million students taking college algebra each year, faculty are experimenting with new course lengths of time that might result in higher success, completion, and retention rates for college algebra students. This article reports on a study of the traditional 16-week versus an 8-week course length in college algebra at a two-year Metropolitan Community College (MCC) in the United States. The study was to determine which course length of time, 8 weeks or 16 weeks, results in a higher proportion of students successfully completing the college algebra course. Also investigated were success rates among ethnicities, genders, and age groups. The study included 231 students in college algebra. Data were analyzed on four sections of the traditional 16-week courses and four sections of 8-week courses. In this study, success was measured as earning a grade of A, B, or C in the course. Understanding more about course lengths of time for college algebra can aid in increased understanding of time as a factor and, ultimately, may determine if students are more successful in 8-week or 16-week courses of instruction.

Notes

df = 1, Critical value for χ² = 3.57, p > .05.

Source: (Brookhaven College, 2008a, 2008b).

df = 1, Critical value for χ² = 6.08, p < .05.

Note. N = 75; p = .05.