Year
2013
Season
Spring
Paper Type
Doctoral Dissertation
College
College of Education and Human Services
Degree Name
Doctor of Education in Educational Leadership (EdD)
Department
Leadership, School Counseling & Sport Management
NACO controlled Corporate Body
University of North Florida. Department of Leadership, School Counseling & Sports Management
First Advisor
Dr. Katherine L. Kasten
Second Advisor
Dr. Donna Mohr
Third Advisor
Dr. Warren Hodge
Fourth Advisor
Dr. Daniel Dinsmore
Department Chair
Dr. Jennifer J. Kane
College Dean
Dr. Larry G. Daniel
Abstract
ABSTRACT
The purpose of the study was to explore the effectiveness of the mathematics placement process for incoming freshman at a public university. Effectiveness is defined as the percentage of students who successfully complete the mathematics course they were placed into, Precalculus, College Algebra, or Intensive College Algebra. The specific university in this research study was the University of North Florida (UNF). The placement process at UNF included students’ ACT, SAT, or FCPT scores, their mathematics placement exam scores (MPE), and whether or not students followed the placement recommendation (FPR). Students’ ACT, SAT, or FCPT scores were grouped into a single variable of placement levels (PL). Logistic regression analysis was the multivariate method used to analyze the data. In addition, a psychometric analysis of the data obtained by using the mathematics placement exam was also conducted.
The results of the analyses indicated that measures of association were found between students’ MPE scores, PL, and FPR. However, the results did not support that the three variables are strong predictors of students’ success in Precalculus, College Algebra, or Intensive College Algebra. Students’ MPE scores were found to be significant in every logistic regression analyses that was conducted. In contrast, students’ PL was not found to be significant in any of the logistic regression analyses. The results of the psychometric analyses supported the reliability and validity of the data obtained from using the UNF mathematics placement exam as part of the placement process.
The findings contribute to the knowledge base of assessing mathematics placement procedures in higher education. The findings suggest that placement procedures should be assessed and modified, as needed, on a regular basis to better meet the needs of the university, its faculty, and its students. This is the responsibility of the university’s administrators, advisors, and faculty.
Suggested Citation
Simonson, Debora Jean, "Postsecondary Mathematics Placement Processes: A case study at a regional university" (2013). UNF Graduate Theses and Dissertations. 436.
https://digitalcommons.unf.edu/etd/436